Holidays, weekends and range-based volatility

This study analyses the effect of non-trading periods on the forecasting ability of S&P500 index range-based volatility models. We find that volatility significantly diminishes on the first trading day after holidays and weekends, but not after long weekends. Our findings indicate that models that include autoregressive terms that interact with dummies that allow us to capture changes in volatility levels after interrupting periods provide greater explanatory power than simple autoregressive models. Therefore, the shorter the length of the non-trading periods between two trading days, the higher the overestimation of the volatility if this effect is not considered in volatility forecasting

A systematic review of sovereign connectedness on emerging economies.

This article systematically reviews the academic literature on emerging market contagion in order to summarize what we have learnt about the transmission channels existing in these countries. Given the large body of academic research focused on this topic, we especially direct our attention to the strand of the literature that defines and empirically analyses this topic as the significant increase in the cross-market correlations between asset returns during crisis periods or when a shock occurs. The survey covers the findings on financial contagion in the stock, bond, exchange and credit default swap markets during a large period that covers several crises that have characterized the related literature, such as the currency crises of the 1990s, the global financial crisis and the Eurozone debt crisis. Finally, new topics are identified, serving as an outline for future researc

Soluble co-signaling molecules predict long-term graft outcome in kidney-transplanted patients

Co-signaling molecules are responsible for full T-cell activation after solid organ transplantation. Their increased expression can lead to the release of a soluble form that can modulate the immune response post-transplantation. We analyzed the presence of co-signaling molecules (sCD30, sCD40, sCD137, sCTLA-4, sCD80, sCD28, sCD40L, sPD-1, and sPD-L1) in serum from kidney-transplanted patients (n = 59) obtained at different times (before transplantation, and 15 days, 3 months and 1 year post-transplantation) and their contribution to graft outcome was evaluated using principal component analysis. Before transplantation, high levels of soluble co-signaling molecules (mainly sCD30, sCD137 and sCD40) were detected in all patients. These molecules were modulated soon after receiving an allograft but never attained similar levels to those of healthy controls. A signature based on the determination of six soluble co-stimulatory (sCD30, sCD40, sCD137 and sCD40L) and co-inhibitory (sPD-1 and sPD-L1) molecules at 3 months post-transplantation allowed a group of patients to be identified (27.12%) with a worse long-term graft outcome. Patients with high levels of soluble molecules showed a progressive and gradual deterioration of kidney function (increased creatinine and proteinuria levels and decreased estimated glomerular filtration rate) over time and a higher risk of graft loss at 6 years post-transplantation than patients with low levels of these molecules (62.55% versus 5.14%, p<0.001). Thus, our data show an aberrant expression of soluble co-signaling molecules in kidney-transplanted patients whose quantification at 3 months post-transplantation might be a useful biomarker of immune status and help to predict long-term graft evolution

A Large Multicenter Prospective Study of Community-Onset Healthcare Associated Bacteremic Urinary Tract Infections in the Era of Multidrug Resistance: Even Worse than Hospital Acquired Infections?

Introduction: Healthcare-associated (HCA) infections represent a growing public health problem. The aim of this study was to compare community-onset healthcare associated (CO-HCA) bacteremic urinary tract infections (BUTI) and hospital-acquired (HA)-BUTI with special focus on multidrug resistances (MDR) and outcomes. Methods: ITUBRAS-project is a prospective multicenter cohort study of patients with HCA-BUTI. All consecutive hospitalized adult patients with CO-HCA-BUTI or HA-BUTI episode were included in the study. Exclusion criteria were: patients < 18 years old, non-hospitalized patients, bacteremia from another source or primary bacteremia, non-healthcare-related infections and infections caused by unusual pathogens of the urinary tract. The main outcome variable was 30-day all-cause mortality with day 1 as the first day of positive blood culture. Logistic regression was used to analyze factors associated with clinical cure at hospital discharge and with receiving inappropriate initial antibiotic treatment. Cox regression was used to evaluate 30-day all-cause mortality. Results: Four hundred forty-three episodes were included, 223 CO-HCA-BUTI. Patients with CO-HCA-BUTI were older (p < 0.001) and had more underlying diseases (p = 0.029) than those with HA-BUTI. The severity of the acute illness (Pitt score) was also higher in CO-HCA-BUTI (p = 0.026). Overall, a very high rate of MDR profiles (271/443, 61.2%) was observed, with no statistical differences between groups. In multivariable analysis, inadequate empirical treatment was associated with MDR profile (aOR 3.35; 95% CI 1.77–6.35), Pseudomonas aeruginosa (aOR 2.86; 95% CI 1.27–6.44) and Charlson index (aOR 1.11; 95% CI 1.01–1.23). Mortality was not associated with the site of acquisition of the infection or the presence of MDR profile. However, in the logistic regression analyses patients with CO-HCA-BUTI (aOR 0.61; 95% CI 0.40–0.93) were less likely to present clinical cure. Conclusion: The rate of MDR infections was worryingly high in our study. No differences in MDR rates were found between CO-HCA-BUTI and HA-BUTI, in the probability of receiving inappropriate empirical treatment or in 30-day mortality. However, CO-HCA-BUTIs were associated with worse clinical cure. © 2021, The Author(s)

Educación y pensamiento contemporáneo: práctica, experiencia y educación.

El libro emplea las nociones de experiencia y práctica como instrumentos filosóficos para la investigación en educación y pedagogía. Aunque se trata de conceptos que han sido retomados y elaborados desde los trabajos de Foucault, el trabajo conjunto adelantado al interior de la Red Riepco ha permitido continuar con la exploración de la potencia metodológica de los conceptos mediante el diálogo con otras perspectivas, autores e investigaciones. De este modo, se proponen lecturas cruzadas y diálogos con planteamientos como los de Gilles Deleuze, Judith Butler, Peter Sloterdijk, Giorgio Agamben, Jorge Larrosa, Boaventura de Sousa Santos, Roland Barthes, Michel de Certeau y el mismo Emil Cioran. Todo ello bajo la comprensión que investigar, pensar y hacer filosofía, se configuran como ejercicios para modelar y crear problemas, interrogantes y, por tanto, formas de mirar.The book uses notions of experience and practice as philosophical tools for researching in education and pedagogy. Although these concepts have been taken up and elaborated from Foucault’s work, the joint work carried out with RIEPCO has allowed the exploration of the methodological power of these concepts in order to dialogue with other perspectives, authors and research. In this way, cross readings and dialogues with approaches such as those of Gilles Deleuze, Judith Butler, Peter Sloterdijk, Giorgio Agamben, Jorge Larrosa, Boaventura de Sousa Santos, Roland Barthes, Michel de Certeau and Emil Cioran himself are proposed. All this under the understanding that researching, thinking and doing philosophy are configured as exercises to model and create problems and, therefore, ways of looking

Educación y pensamiento contemporáneo: práctica, experiencia y educación.

El libro emplea las nociones de experiencia y práctica como instrumentos filosóficos para la investigación en educación y pedagogía. Aunque se trata de conceptos que han sido retomados y elaborados desde los trabajos de Foucault, el trabajo conjunto adelantado al interior de la Red Riepco ha permitido continuar con la exploración de la potencia metodológica de los conceptos mediante el diálogo con otras perspectivas, autores e investigaciones. De este modo, se proponen lecturas cruzadas y diálogos con planteamientos como los de Gilles Deleuze, Judith Butler, Peter Sloterdijk, Giorgio Agamben, Jorge Larrosa, Boaventura de Sousa Santos, Roland Barthes, Michel de Certeau y el mismo Emil Cioran. Todo ello bajo la comprensión que investigar, pensar y hacer filosofía, se configuran como ejercicios para modelar y crear problemas, interrogantes y, por tanto, formas de mirar.The book uses notions of experience and practice as philosophical tools for researching in education and pedagogy. Although these concepts have been taken up and elaborated from Foucault’s work, the joint work carried out with RIEPCO has allowed the exploration of the methodological power of these concepts in order to dialogue with other perspectives, authors and research. In this way, cross readings and dialogues with approaches such as those of Gilles Deleuze, Judith Butler, Peter Sloterdijk, Giorgio Agamben, Jorge Larrosa, Boaventura de Sousa Santos, Roland Barthes, Michel de Certeau and Emil Cioran himself are proposed. All this under the understanding that researching, thinking and doing philosophy are configured as exercises to model and create problems and, therefore, ways of looking

Compromising between European and US allergen immunotherapy schools: Discussions from GUIMIT, the Mexican immunotherapy guidelines

Background: Allergen immunotherapy (AIT) has a longstanding history and still remains the only disease-changing treatment for allergic rhinitis and asthma. Over the years 2 different schools have developed their strategies: the United States (US) and the European. Allergen extracts available in these regions are adapted to local practice. In other parts of the world, extracts from both regions and local ones are commercialized, as in Mexico. Here, local experts developed a national AIT guideline (GUIMIT 2019) searching for compromises between both schools. Methods: Using ADAPTE methodology for transculturizing guidelines and AGREE-II for evaluating guideline quality, GUIMIT selected 3 high-quality Main Reference Guidelines (MRGs): the European Academy of Allergy, Asthma and Immunology (EAACI) guideines, the S2k guideline of various German-speaking medical societies (2014), and the US Practice Parameters on Allergen Immunotherapy 2011. We formulated clinical questions and based responses on the fused evidence available in the MRGs, combined with local possibilities, patient's preference, and costs. We came across several issues on which the MRGs disagreed. These are presented here along with arguments of GUIMIT members to resolve them. GUIMIT (for a complete English version, see Supplementary data) concluded the following: Results: Related to the diagnosis of IgE-mediated respiratory allergy, apart from skin prick testing complementary tests (challenges, in vitro testing and molecular such as species-specific allergens) might be useful in selected cases to inform AIT composition. AIT is indicated in allergic rhinitis and suggested in allergic asthma (once controlled) and IgE-mediated atopic dermatitis. Concerning the correct subcutaneous AIT dose for compounding vials according to the US school: dosing tables and formula are given; up to 4 non-related allergens can be mixed, refraining from mixing high with low protease extracts. When using European extracts: the manufacturer's indications should be followed; in multi-allergic patients 2 simultaneous injections can be given (100% consensus); mixing is discouraged. In Mexico only allergoid tablets are available; based on doses used in all sublingual immunotherapy (SLIT) publications referenced in MRGs, GUIMIT suggests a probable effective dose related to subcutaneous immunotherapy (SCIT) might be: 50–200% of the monthly SCIT dose given daily, maximum mixing 4 allergens. Also, a table with practical suggestions on non-evidence-existing issues, developed with a simplified Delphi method, is added. Finally, dissemination and implementation of guidelines is briefly discussed, explaining how we used online tools for this in Mexico. Conclusions: Countries where European and American AIT extracts are available should adjust AIT according to which school is followed

Mi pueblo, mi escuela : escenarios pedagógicos acogedores para indagar. Sistematización de la experiencia de la I.E. 18140 “Divino Niño Jesús”, Chocta - Luya, Amazonas

El aprendizaje por indagación exige la articulación de la escuela con el entorno y con la comunidad, lo cual incentiva un razonamiento que parte de las observaciones del medio que los rodea. Recursos básicos para ello podrían ser la televisión, el Internet, los documentos, las conversaciones con personas ligadas a algún oficio, las iglesias, las instituciones, la chacra, etc. Dichos escenarios permiten a los estudiantes construir sus aprendizajes de manera creativa, mediante preguntas retadoras que despierten la curiosidad. Esta interrelación entre la escuela, el entorno y la misma comunidad genera fuertes sinergias que se deben aprovechar para el aprendizaje. Dicho encuentro es importante porque permite capitalizar el conocimiento empírico como una herramienta de desarrollo humano y social, lo cual es posible con el poder de la indagación, entendiendo que se trata de “un proceso que se da en el pensamiento humano desde las primeras etapas de su desarrollo. El niño pequeño que tantea tratando de averiguar a dónde fue a parar la pelota, está haciendo inferencias mediante la indagación” (Camacho, Casilla & Finol de Franco, 2008, p. 287). En este sentido, se trata de comprender que el pensamiento humano se inicia cuando el hombre empieza a explicarse de manera autónoma. La búsqueda de la verdad es una actividad humana y social que conduce a las personas a entender no solo el poder del conocimiento, sino que el hombre es consciente que si no indaga puede quedarse en la ignorancia, más aún en un contexto de constante generación de datos e información, que requieren de personas capaces de utilizarla de manera eficaz. En esta línea, se define que el entorno sirve para el aprendizaje y, con ello, el desarrollo humano se configura desde la misma indagación. El proyecto de la Institución Educativa denominado “Mi pueblo, mi escuela: Escenarios pedagógicos acogedores para indagar” nace con la finalidad de construir un currículo pertinente y liberador para lograr aprendizajes significativos y en estrecha concordancia con el Currículo Nacional de Educación Básica (CNEB). Además, busca que los docentes incorporen el enfoque por competencias mediante estrategias metodológicas en su práctica pedagógica. Asimismo, se busca implementar ambientes saludables y acogedores para afianzar las buenas prácticas ambientales. El proyecto pretende desarrollar competencias y lograr aprendizajes significativos vinculados a la problemática de la comunidad a través de la indagación en los escenarios pedagógicos. Este concepto tiene dos dimensiones importantes como son la autenticidad y la evaluación. Según la primera, la indagación emana de una pregunta, cuestión o problema que provee oportunidades para crear o producir conocimiento. De acuerdo con la segunda, la evaluación es continua, provee de retroalimentación descriptiva y oportuna, y además permite que los estudiantes reflexionen sobre su aprendizaje al utilizar criterios claros que ellos mismos han ayudado a establecer. Asimismo, en el aprendizaje por indagación se plantea desarrollar aprendizajes vivenciales en escenarios pedagógicos, objetivo central del proyecto de innovación “Mi pueblo, mi escuela”. Estos escenarios son utilizados por los docentes como recursos pedagógicos y se incorporan en la planificación curricular, estrategias innovadoras vivenciales para el proceso de aprendizaje por competencias de los estudiantes, quienes, por descubrimiento, van implementando el enfoque de indagación como eje transversal para el desarrollo de competencias. De esta manera, los estudiantes, desde los tres años del nivel inicial hasta el sexto grado del nivel primario, aprovechan los espacios educativos y con el acompañamiento del docente desarrollan experiencias vivenciales a partir de situaciones reales y retadoras relacionadas con la construcción del conocimiento en todas las áreas del currículo. Además, se desarrollan actitudes positivas en los estudiantes como el cumplimiento de responsabilidades, trabajo en equipo, estímulo de su curiosidad, cuidado de la naturaleza y la creatividad para la búsqueda de soluciones a los problemas ambientales de su escuela y comunidad