Study and analysis of the evolution of students enrolled in Music Education Degrees at the Universidad Autónoma de Madrid

Este artículo muestra una investigación descriptiva y analítica de datos institucionales a lo largo del tiempo. Los objetivos planteados se circunscriben a la descripción de la evolución de la antigua especialidad de Música en la Facultad de Formación de Profesorado de la Universidad Autónoma de Madrid, así como a los factores determinantes de esta evolución en la pérdida tanto cualitativa, desde el punto de vista curricular, como cuantitativa en lo que respecta al cómputo en créditos/horas con la aparición de las menciones. Por otra parte, se referencia el lugar que ocupa la Mención de Educación Musical en el conjunto de menciones de la citada Facultad, tanto para el Grado de Maestro de Primaria como de Infantil. Los resultados evidencian de forma definida el concepto de maestro especialista frente al de maestro generalista en la evolución legislativa. Por otra parte, la conclusión más notable es que, con las nuevas menciones, la Educación Musical, ha perdido de forma relevante un espacio formativo para la Educación Musical en la Educación Infantil y Primaria, considerando las cifras de estudiantes de nuevo ingreso y comparándolas con las de la antigua Diplomatura de la Especialidad de Música y las de las demás menciones ofertadas actualmenteThis article shows a descriptive and analytical investigation of institutional data over time. The proposed objectives are limited to the description of the evolution of the old specialty of Music in the Facultad de Formación de Profesorado de la Universidad Autónoma de Madrid, as well as the determining factors of this evolution in both qualitative loss, from the curricular point of view, as quantitative in regards to the computation in credits / hours with the arrival of the specializations. On the other hand, the place that the specialization of Musical Education occupies on the whole of the remaining specializations is referenced, both for the Primary and Infant Education degrees. The results clearly show the concept of a specialist teacher against that of a general teacher in legislative evolution. On the other hand, the most notable conclusion is that Music Education has significantly lost a formative space for Music Education in Early Childhood and Primary Education with the new mentions, considering the numbers of new students and comparing them with those of the former Music Specialty degree and those of the other mentions currently offere

Perception of spanish university students of the bachelor’s degree in teaching about the mention in Music Education

El conocimiento que el alumnado actual posee sobre las menciones de los grados de Maestro/a es un campo de interés para saber en qué punto se encuentran con respecto a sus elecciones en relación con sus salidas profesionales. Esta investigación pretende explorar las diferencias de la percepción sobre las menciones en función del sexo, el grado estudiado (Doble grado o Infantil/Primaria) y el curso (2º, 3º, 4º o 5º) y si el hecho de poseer estudios previos musicales influye en la percepción de las menciones. También analizar el papel que tiene en esta percepción el hecho de haber trabajado aspectos musicales en el instituto. Se aplicó un cuestionario a 337 alumnos de los cursos 2º, 3º, 4º y 5º del Grado de Maestro en Educación Infantil, Maestro en Educación Primaria y Doble grado en Maestro en Educación Infantil y Maestro en Educación Primaria de la Universidad Autónoma de Madrid, Universidad de Castilla-La Mancha, Universidad de Salamanca y Universidad de Murcia. Se analizaron los datos en primer lugar realizando los estadísticos previos de las principales medidas del cuestionario. En segundo lugar, se llevó a cabo un Análisis Factorial Exploratorio y por último se estudiaron las diferencias mediante pruebas t de Student. Finalmente, se estudiaron asociaciones entre las medidas de percepción de las menciones y el resto de las medidas categóricas usando pruebas χ2 de Pearson, además, del cálculo de la V de Kramer como índice de asociación. Se concluye insistiendo en la necesidad de más información con respecto a la definición de las menciones y a sus salidas profesionalizantes en el alumnado actualThe knowledge that currents students have about the mentions of the teaching degrees is a field of interest in order to find out where they stand with regard to their choices in relation to their professional opportunities. This research aims to explore the differences in the perception of the mentions according to gender, the degree studied (double degree or Infant/Primary) and the year (2nd, 3rd, 4th or 5th year) and whether the fact of having previous musical studies influences the perception of the mentions. We also analysed the role played in this perception by the fact of having worked on musical aspects at school. A questionnaire was administered to 337 students in years 2, 3, 4 and 5 of the Bachelor’s Degree in Early Childhood Education, Master’s Degree in Primary Education and Double Degree in Early Childhood Education and Master’s Degree in Primary Education at the Autonomous University of Madrid, the University of Castilla-La Mancha, the University of Salamanca and the University of Murcia. The data were first analysed by carrying out preliminary statistical analyses of the main measures of the questionnaire. Secondly, an Exploratory Factor Analysis was carried out and finally, differences were studied using Student’s t-tests. Finally, associations between the measures of perception of mentions and the rest of the categorical measures were explored using Pearson’s χ2 tests, in addition to the calculation of Kramer’s V as an index of association. We conclude by insisting on the need for more information regarding the definition of the mentions and their professional opportunities for current student

Water soluble, optically active monofunctional Pd(II) and Pt(II) compounds: promising adhesive and antimigratory effects on human prostate PC-3 cancer cells

New water soluble, enantiopure palladium and platinum compounds R-N-[M{(1S, 4R)-kappa NOH,kappa(NH)-N-2(2-pic)} Cl]Cl and S-N-[M{(1R, 4S)-kappa NOH,kappa(NH)-N-2(2-pic)}Cl]Cl (2-pic = 2-picolyl, M = Pd 1 and 1', Pt 2 and 2', respectively), and heterometallic Pd/Ti [(eta(5)-C5H5)(2)Ti{(1S, 4R)-kappa ON,kappa(NH)-N-2(2-pic)}(PdCl)] Cl (3) have been synthesized. These novel compounds were fully characterized by NMR spectroscopy and CHN elemental analysis and 1, 1', 2 and 2' were further evaluated by polarimetry, ultra-violet and circular dichroism spectroscopy. The aqueous stability of novel compounds was studied by NMR spectroscopy under physiological conditions and the new species detected under such conditions have been characterized by NMR techniques and HR-ESI-MS (High-Resolution Electrospray Ionization Mass Spectrometry). CompoundDNA interactions have been investigated for the palladium and platinum compounds by equilibrium dialysis, Fluorescence Resonance Energy Transfer (FRET) DNA melting assays and viscometric titrations, revealing a better binding affinity and ability to affect duplex DNA of the palladium compounds. Metal derivatives have been tested in vitro against three cancer (prostate PC-3, cervical HeLa and breast MCF-7) and one non-tumorigenic (human prostate RWPE-1) cell lines. The highest anticancer activities were shown by palladium compounds 1 and 1' in all cancer lines, although their toxicity was lower than that found for cisplatin. Most importantly, the effect of the compounds on the cell adhesion and migration of the androgen- independent prostate cancer PC-3 cells has been assessed, and the efficacy of Pd enantiomers to affect the invasive phenotype of PC-3 cells has been demonstrated.Universidad de AlcaláComunidad de Madri

Aplicación de la herramienta Socrative® para la evaluación en la asignatura "Repercusiones Bucales de las Enfermedades Sistémicas" en los alumnos de Odontología a través de dispositivos móviles. Fase I. Examen tipo test de preguntas dicotómicas

Incorporación de la herramienta interactiva Socrative® para la gestión de la participación de los alumnos y la evaluación rápida en tiempo real por parte del profesor en la asignatura "Repercusiones Bucales de las Enfermedades Sistémicas" en 3er Curso de Grado de Odontología.Se realizan preguntas y los alumnos contestan a través de sus dispositivos móviles, obteniendo un feedback inmediato de sus contestaciones

Microglial Activation in the Retina of a Triple-Transgenic Alzheimer’s Disease Mouse Model (3xTg-AD)

Alzheimer’s disease (AD) is the most common type of dementia in the world. The main biomarkers associated with AD are protein amyloid-β (Aβ) plaques and protein tau neurofibrillary tangles, which are responsible for brain neuroinflammation mediated by microglial cells. Increasing evidence has shown that the retina can also be affected in AD, presenting some molecular and cellular changes in the brain, such as microglia activation. However, there are only a few studies assessing such changes in the retinal microglia in animal models of AD. These studies use retinal sections, which have some limitations. In this study, we performed, for the first time in a triple-transgenic AD mouse model (3xTg-AD), a quantitative morphometric analysis of microglia activation (using the anti-Iba-1 antibody) in retinal whole-mounts, allowing visualization of the entire microglial cell, as well as its localization along the extension of the retina in different layers. Compared to age-matched animals, the retina of 3xTg-AD mice presents a higher number of microglial cells and a thicker microglial cell body area. Moreover, the microglia migrate, reorient, and retract their processes, changing their localization from a parallel to a perpendicular position relative to the retinal surface. These findings demonstrate clear microglia remodeling in the retina of 3xTg-AD mice

Centros infantiles y escuelas de Quito por dentro: una mirada desde la investigación

A partir de la década de los sesenta y, con mayor fuerza, en los ochenta, la investigación educativa tuvo un giro importante: el omnipresente paradigma cuantitativo dio paso al cualitativo, apoyándose en aportes metodológicos de la sociología y la antropología. Este cambio llevó a que las investigaciones educativas se vayan paulatinamente desprendiendo del positivismo y el conductismo como fundamentos para explicar, conocer y comprender lo que sucedía en las escuelas y, particularmente, en el aula. Además, la tan ansiada objetividad propia de las investigaciones cuantitativas fue sustituida por la búsqueda de comprensión de la complejidad y, en muchas ocasiones, la particularidad de la realidad estudiada

Current international projects in the Duero and Miño-Sil basins

[EN] This paper summarizes the research work that is being carried out within the framework of three international projects with a lifetime between 2022 and 2026: (1) LIFE-IP-Duero; (2) Supporting stakeholders for adaptive, resilience and sustainable water management; (3) IGCP- 730. (1) and (2) are developed in the Duero river basin and are funded by the European Commission meanwhile (3) is being developed in the Duero and Miño-Sil basins and is funded by the International Geosciences Programme (IGCP) of UNESCO.Peer reviewe

El laboratorio sonoro como herramienta docente para el análisis de la creación e interpretación musical a través de las grabaciones

Depto. de MusicologíaFac. de Geografía e HistoriaFALSEsubmitte