Sustainable Development Goals in Early Childhood Education. Empowering Young Girls to Bridge the Gender Gap in Science

The present study is evaluative research on the program INFACIENCIA: From the girls of today to the women scientists of tomorrow. Its aim is to increase knowledge about relevant women scientists among the entire educational community and, specifically, to help children in gaining an inclusive image of science, i.e., one that values and shows female talent. The evaluation of this program is based upon qualitative research techniques, such as semi-structured interviews, in order to give voice to everyone involved. In this paper we focus on teachers’ and families’ perspectives. Findings show that when young children actively learn science, they develop positive attitudes towards it. At the same time, it is revealed how learning about women scientists boosts a positive socialization context where egalitarian knowledge and attitudes towards science can be acquired. Participating teachers value the experience since there are still very few coeducational school interventions focused on young children. Participating families have increased their knowledge of women scientists they barely knew before and believe that these women deserve public appreciation. To conclude, INFACIENCIA has been regarded as a very positive experience both by teachers and families, thus claiming for it to be carried out again

Early Childhood Education classrooms when implementing Work Projects’ Methodology. Social interaction among peers as a learning tool

Here are presented the findings and conclusions from a case study that aims to deeply understand about Work Projects´ methodology (hereinafter, WP) and its influence in the nature of social interaction among children within this particular learning environment. Early Childhood Education teachers who integrate the case are well experienced in applying such pedagogical approach. The method is qualitative and, in order to achieve a triangulation of techniques to seek information, a participant observation process has been carried out, and pre-service teachers´ diaries have been analyzed. At the end of the research, WP is seen as an educational paradigm which offers children countless opportunities to interact with peers. It is also revealed how children´s autonomy places them as referents for their equals, motivating their prosocial behavior. Lastly, this methodology invites children to adopt a co-apprentice role by actively involving themselves in their partners´ learning.</p

Study of the chlorfenvinphos pesticide removal under different anodic materials and different reactor configuration

The present manuscript focuses on the study of the electrochemical oxidation of the insecticide Chlorfenvinphos (CVP). The assays were carried out under galvanostatic conditions using boron-doped diamond (BDD) and low-cost tin dioxide doped with antimony (Sb-doped SnO2) as anodes. The influence of the operating variables, such as applied current density, presence or absence of a cation-exchange membrane and concentration of supporting electrolyte, was discussed. The results revealed that the higher applied current density the higher degradation and mineralization of the insecticide for both anodes. The presence of the membrane and the highest concentration of Na2SO4 studied (0.1 M) as a supporting electrolyte benefited the oxidation process of CVP using the BDD electrode, while with the ceramic anode the elimination of CVP was lower under these experimental conditions. Although the BDD electrode showed the best performance, ceramic anodes appear as an interesting alternative as they were able to degrade CVP completely for the highest applied current density values. Toxicity tests revealed that the initial solution of CVP was more toxic than the samples treated with the ceramic electrode, while using the BDD electrode the toxicity of the sample increased

Early childhood education RIECU (Education School Center of Teaghing Training-University) as a learning context to forge new professional teaching identities in the students of the Early Childhood Education Degree through the method of working projects

Se presentan los resultados obtenidos en una experiencia de innovación liderada por la red de Infantil RIECU (Escuela-Centro de Profesorado-Universidad). La innovación afecta al Prácticum III del Grado de Educación Infantil. Se centra en la selección voluntaria de 26 estudiantes universitarios y 26 maestras expertas en la metodología del aprendizaje basado en proyectos (en adelante, ABP) que trabajan en 26 aulas de alumnado de 3 a 6 años (513 niños y niñas en total). Tras un proceso de formación en la metodología mencionada, se configuran las parejas pedagógicas (maestra-estudiante). En las prácticas presenciales, durante los dos meses de estancia en los centros, estas parejas ponen en marcha procesos de investigación-acción colaborativa. La estudiante del Grado de Infantil elabora la documentación pedagógica, entendida como narración visual que incluye los momentos más relevantes del aprendizaje del alumnado. Esta documentación pedagógica es utilizada como herramienta de reflexión sobre la práctica y de investigación educativa, al permitir valorar el ajuste de las situaciones de aprendizaje, del rol docente y de la motivación del alumnado.It presents the results obtained in an innovation experience led by the network of Early Childhood Education RIECU (Early Childhood Education School-Center of Teaching Training-University). The innovation affects the Practicum III of the Degree of Early Childhood Education. It focuses on the voluntary selection of 26 university students and 26 expertices teachers in the methodology of project-based learning (ABP) working in 26 students aged 3 to 6 years (513 boys and girls in total). After a training process in the mentioned methodology, the pedagogical peers (teacher-student) are configured. In the face-to-face practices, during the two months of stay in the schools, these peers initiate collaborative research-action processes. The teacher student elaborates the pedagogical documentation, understood as visual narrative that includes the most relevant moments of the student's learning. This pedagogical documentation is used as a tool for reflection on the practice and educational research, it allows the value of adjustment of the learning situations, the teaching role and the motivation of the student

ANALYSIS OF THE CASE MANAGEMENT MODEL FOR PEOPLE WITH MULTIMORBIDITY AND FAMILY CAREGIVERS

Objective: To understand the experience of nurses and decision-makers when implementing the case management model in the care of patients with multimorbidity and their family caregivers.Method: Qualitative descriptive study including nurses and decision-makers and conducted in Bogotá, Colombia. Content analysis of field journals and semi-structured interviews carried out in 2019-2020 was performed. ATLAS-TI was used for data processing and analysis.Results: Six nurses and two decision-makers participated in the study. The following categories emerged: Nursing perception of care provided to patents with multimorbidity and their social environment; Nursing care experience in case management: role, contributions, and difficulties; and Implementation of the case management model in the Colombian context: implementation, impact, and role of providers.Conclusions: The case manager requires experience and skills to communicate properly. Case management improves quality of life, therapeutic adherence, use of health services and reduces overload.Objetivo: compreender a experiência de Enfermeiros e tomadores de decisão na implementação do modelo de gerenciamento de caso no cuidado a pacientes com PLURIPATOLOGIAs e seus cuidadores familiares. Método: estudo descritivo qualitativo com enfermeiras e profissionais tomadores de decisão, Bogotá - Colômbia. Análise de conteúdo de diários de campo e entrevistas semiestruturadas em 2019-2020. Processamento e análise de dados com ATLASTi. Resultados: participaram seis enfermeiras e dois profissionais tomadores de decisão. Categorias emergentes:Percepção da enfermagem sobre a temática do cuidado patológico múltiplo e seu meio social; Experiência assistencial de enfermagem no gerenciamento de casos: papéis, contribuições e dificuldades; Implementação do modelo de gestão de casos no contexto colombiano: implementação, efetivação e papel dos profissionais. Conclusões: Os gestores de casos requer experiência e habilidades para se comunicar adequadamente. O gerenciamento de casos melhora a qualidade de vida, a adesão terapêutica, a utilização de serviços de saúde e reduz a sobrecarga.Objetivo: comprender la experiencia de Enfermeras y tomadores de decisión frente a la implementación del modelo de gestión de casos en la atención de pacientes pluripatológicos y sus cuidadores familiares.Método: estudio descriptivo cualitativo con enfermeras y profesionales tomadores de decisión, Bogotá - Colombia. Análisis de contenido de diarios de campo y entrevistas semiestructuradas en 2019-2020. Procesamiento y análisis de datos con ATLAS-Ti.Resultados: participaron seis enfermeras y dos profesionales tomadores de decisión. Categorías emergentes: Percepción de enfermería sobre el sujeto de cuidado pluripatológico y su entorno social; Experiencia de cuidado enfermero en la gestión de casos: rol, aportes y dificultades; Implementación del modelo de gestión de casos en el contexto colombiano: implementación, efecto y rol de los prestadores.Conclusiones: La gestora de casos requiere experiencia y competencias para comunicarse adecuadamente. La gestión de casos mejora calidad de vida, adherencia terapéutica, utilización de servicios sanitarios y reduce la sobrecarga

G Protein-Coupled Estrogen Receptor Immunoreactivity Fluctuates During the Estrous Cycle and Show Sex Differences in the Amygdala and Dorsal Hippocampus

G protein-coupled estrogen receptor (GPER) in the amygdala and the dorsal hippocampus mediates actions of estradiol on anxiety, social recognition and spatial memory. In addition, GPER participates in the estrogenic regulation of synaptic function in the amygdala and in the process of adult neurogenesis in the dentate gyrus. While the distribution of the canonical estrogen receptors α and β in the amygdala and dorsal hippocampus are well characterized, little is known about the regional distribution of GPER in these brain regions and whether this distribution is affected by sex or the stages of the estrous cycle. In this study we performed a morphometric analysis of GPER immunoreactivity in the posterodorsal medial, anteroventral medial, basolateral, basomedial and central subdivisions of the amygdala and in all the histological layers of CA1 and the dentate gyrus of the dorsal hippocampal formation. The number of GPER immunoreactive cells was estimated in these different structures. GPER immunoreactivity was detected in all the assessed subdivisions of the amygdaloid nucleus and dorsal hippocampal formation. The number of GPER immunoreactive cells was higher in males than in estrus females in the central (P = 0.001) and the posterodorsal medial amygdala (P < 0.05); higher in males than in diestrus females in the strata orients (P < 0.01) and radiatum-lacunosum-moleculare (P < 0.05) of CA1-CA3 and in the molecular layer of the dentate gyrus (P < 0.01); higher in diestrus females than in males in the basolateral amygdala (P < 0.05); higher in diestrus females than in estrus females in the central (P < 0.01), posterodorsal medial (P < 0.01) and basolateral amygdala (P < 0.01) and higher in estrus females than in diestrus females in the strata oriens (P < 0.05) and radiatum-lacunosum-moleculare (P < 0.05) of CA1-CA3 and in the molecular layer (P < 0.05) and the hilus of the dentate gyrus (P < 0.05). The findings suggest that estrogenic regulation of the amygdala and hippocampus through GPER may be different in males and in females and may fluctuate during the estrous cycle.This study was supported by Ministero dell'Istruzione, dell'Università e della Ricerca, Italy (MIUR project Dipartimenti di Eccellenza 2018–2022) to Department of Neuroscience Rita Levi Montalcini, Agencia Estatal de Investigación, Spain (BFU2017-82754-R, PSI2017-86396-P), Centro de Investigación Biomédica en Red Fragilidad y Envejecimiento Saludable (CIBERFES), Instituto de Salud Carlos III, Madrid and Fondos FEDER, GRUPOS UCM-BSCH 951579. MM fellowship was generously granted by Prof. G. C. Bergui

Pre-Service EaChildhood Education Teachers´ Professional Learning by Means of an Innovative Practicum

Se presenta la evaluación de una experiencia de innovación desarrollada en el Prácticum III de cuarto curso del Grado de Infantil de la Universidad de Córdoba, en el marco de la Red de Infantil Escuela- Centro de Profesorado-Universidad (RIECU). Se aplica el aprendizaje basado en proyectos (ABP) en las aulas infantiles. Participan 512 personas (niñas y niños de 3 a 6 años, familias, maestras y asesoras de Educación Infantil, alumnado de doctorado, estudiantes y profesorado universitario). Se utilizan tres estrategias de innovación: la pareja educativa, procesos de investigación-acción y procesos de documentación pedagógica. Se han utilizado dos instrumentos de recogida y producción de información: el grupo focal a las maestras y las memorias reflexivas de las estudiantes de Prácticum. Se realiza un análisis del discurso y se obtienen las siguientes conclusiones: Las estudiantes adquieren las siguientes competencias: (1) Comprender el valor de una planificación abierta y flexible; (2) Conocer ambientes de aprendizaje basados en la gestión colectiva del conocimiento; (3) Participar en situaciones de aprendizaje inclusivos que atienden a la diversidad; y (4) Comprender el valor de situaciones de aprendizaje en los que participa toda la comunidad, identificando los beneficios y debilidades de la participación familiar en los procesos educativos infantiles.This paper presents the assessment of an educational-innovation experience that has been carried out during the Practicum III of the 4th course of Early Childhood Education Degree (University of Córdoba), framed also in the RIECU (Early Childhood Education Schools-Center for Continuous Teacher Training- University) Network. The Project-Based Learning (PBL) method has been applied in Early Childhood classrooms. In sum, 512 people have been involved (3-6 years-old children, families, Early Childhood teachers and advisors, PhD students, pre-service teachers and University professors. Two different instruments for collecting and producing data have been used: a focus group with in-service teachers and reflective diaries written by the student-teachers from the Faculty of Educational Sciences. After carrying out a discourse analysis, the following final thoughts can be presented: Student-teachers have improved the following teaching competences: (1) To acknowledge the importance of an open and flexible planning, (2) To get to know learning environments that are based on a collective management of knowledge; (3) To participate in inclusive learning encounters aiming at attending to children’s diversity; and (4) To understand the value of those learning situations which involve the entire community, and to identify the strengths and weaknesses of family participation in early childhood learning processes

Impact of institutional organization on research productivity and multidisciplinarity

In this article, we will describe a model to examine the influence of differently organized institutions on their scientific productivity. We take two extreme cases, on one hand, an institution divided in departments with no collaboration between people in different departments. These could be disciplines or merely projects. On the other hand, we consider an institution that allows interactions between all individuals, without a departmental structure to a department. We compare the results with data from the Institute of Renewable Energy (IER) at UNAM, which has changed its organization and policies during the last 30 years, and we could quantitatively predict the changes observed in productivity and multidisciplinarity. This model can be applied to a broader set of institutions and processes

Patrones de consumo de sustancias psicoactivas en jóvenes universitarios

2 p.El abuso de drogas en la población joven es uno de los principales problemas de salud pública1,2 y la elevada prevalencia del consumo tiene consecuencias devastadoras para la salud debido a los efectos físicos, psicológicos y sociales que ocasiona en esta población y que puede convertirse en un predictor de abuso de estas sustancias. Es así que el consumo de sustancias se asocia al ocio juvenil, grupo etario y heterogéneo comprendido por edades según la UNESCO entre los 15 y los 24 años, 3 el cual busca experimentar y participar en ámbitos de esparcimiento recreativo, así como pertenecer a grupos de pares. 4 La prevalencia del consumo de sustancias psicoactivas reportada en el Informe Mundial sobre las Drogas del 2016, 5 explica que es más frecuente en jóvenes que en adultos, en el que la edad de disminución de consumo se asocia a la adquisición de responsabilidades y en el que el promedio de edad para que disminuya son los veintiséis años. 6,7 Un informe de drogas del 2014, muestra que 250 millones de personas entre 15 a 64 años consumieron por lo menos una droga en 2014, produciendo 43,5 de muertes por millón de personas.6 En Colombia, aunque se han caracterizado los patrones de policonsumo en población universitaria y existen estrategias de prevención de consumo de sustancias psicoactivas promovidas especialmente por el Ministerio de Protección Social, no se han identificado estudios que hayan evaluado intervenciones preventivas de policonsumo. De ahí que, los autores visualicen la importancia de construir y medir el efecto de estrategias de intervención lideradas por un grupo de estudiantes de Ciencias de la salud de la FUCS. Por lo cual, se propuso describir los patrones de consumo de sustancias psicoactivas en jóvenes universitario