El present dels centres específics i els programes de transició a la vida adulta

Abstract not availabl

An Educational Intervention in Hispanic Patients to Increase Awareness of Skin Cancer Risks and to Improve Their Sun Protective Behaviors

Abstract Background. Skin cancer is the most common cancer diagnosed in the United States. Malignant melanoma is the least common skin cancer type but the deadliest form causing the vast majority of skin cancer deaths. Its incidence has increased dramatically worldwide, being the sixth most commonly diagnosed cancer in the USA in both genders in 2018. Fair-skinned patients have the highest incidence of melanoma and, for this reason, receive more education than other groups. Minority groups are more likely to have melanomas that metastasize and have poorer outcomes than Non-Hispanic Whites. Blacks and Hispanics do not use daily skin cancer protective strategies and are less knowledgeable about skin cancer risks and prevention methods than Non-Hispanic Whites (NHW). A lack of public education efforts tailored toward minorities, socioeconomic status, access to care, and a lack of early diagnosis is thought to contribute to the disparity in survival rates between minorities and NHW. Method: A Quality Improvement Project with a Quasi-Experimental Design was developed to increase Hispanic patients\u27 knowledge about skin cancer risks and protective behaviors. A convenience sample of 30 Hispanic patients aged 20-65 who attended a Dermatology Clinic to receive medical attention for skin conditions different from skin cancer was recruited between June 19th and September 4th, 2020. Local advertisements posted in the waiting and exam rooms and medical assistants\u27 help were very useful in recruiting the participants. The whole implementation of the QIP was online using a telemedicine platform DermConnect Doxy. me, and Qualtrics. After completing a pre-intervention survey, the participants received an educational intervention that encompassed a PowerPoint Presentation and a practical demonstration of how to perform a self-skin examination and to apply the sun protector effectively. Immediately after the implementation of the educational intervention, the patients completed the post-intervention survey. The data was collected, processed, and analyzed using Qualtrics. Results: After the Educational Intervention, there was an overall group knowledge average improvement of 58.3%. Although 63.3% of participants were able to identify the association between tanning salon use and skin cancer, and 70% were capable of recognizing melanoma as a type of skin cancer previous to the intervention, some areas of knowledge deficit were identified. These areas were: the association between blistering sunburn occurrence during childhood and adolescence and the increased melanoma incidence in adulthood, the skin cancer types, the alarming melanoma signs, the typical sites where melanoma appears in Hispanics, and the right frequency to perform the self-skin examination and to visit the dermatologist. Most participants did not recognize the use of sunglasses and sun exposure avoidance between 10:00 AM to 4:00 PM as sun-protective methods in the pre-intervention surveys. Melanomas could also appear from the retinal pigment cells, and sunglasses\u27 use is an appropriate strategy to prevent them in this localization. Conclusions: This cultural-sensitive Educational Intervention effectively raised Hispanic participants\u27 knowledge about skin cancer risks and protective behaviors. Primary prevention through education is decisive to reduce the incidence of the different types of Skin Cancers and specifically melanoma, not only among Hispanics but also in any other ethnic group. It is crucial to start educating Hispanics as earlier as in childhood and adolescence due to the strong association between sunburns occurring during these early years of life and Malignant Melanoma\u27s appearance later in adulthood

És ètic que l'home interfereixi en la selecció genètica natural? La condena del pedigrí

Treball presentat a l'assignatura de Deontologia i Veterinària Legal (21223

A multi-criteria decision support tool for the assessment of household biogas digester programmes in rural areas. A case study in Peru

Household biogas digesters are a sustainable technology that can help rural families of low income countries meeting their basic energy needs and improving their standard of living. However, household biogas digester programmes are often promoted without any systematic planning which might help to overcome several challenges for household digesters dissemination (e.g. lack of stakeholders’ involvement, investment cost, technology reliability and durability, lack of site-specific designs). The aim of this study is to develop and validate, for the first time, a multi-criteria decision support tool for the assessment of household biogas digester programmes in rural areas of Latin America. The method is divided into three decision levels. First of all, the rural communities where household digesters may be implemented are evaluated and prioritized. Secondly, the most appropriate digester model (i.e. masonry or plastic tubular digester) is selected. Finally, the most appropriate household digester design (e.g. volume, materials) is identified considering local conditions and beneficiaries’ needs. For that, a set of technical, environmental and socio-economic criteria were defined and weighted by stakeholders at all the decision levels. Furthermore, the tool was validated using three case studies dealing with the implementation of household anaerobic digesters in rural areas of the Peruvian Andes in order to show how it can assist non-profit organizations designing sustainable and successful biogas digester programmes.Postprint (author's final draft

Aixecament arquitectònic i estudi constructiu de la masia l'Om de Pruit

El següent Projecte Final de Carrera s’ha dut a terme amb l’objectiu de complementar i ampliar la documentació vers les Masies de Catalunya que ja disposa el Taller de Patrimoni Arquitectònic de l’Escola Politècnica Superior d’Edificació de Barcelona. Concretament en aquest PFC s’ha realitzat un aixecament arquitectònic i estudi constructiu de la Masia l’Om de Pruit, situada a la subcomarca del Collsacabra (Osona). A més, alhora de realitzar aquest estudi també s’ha considerat convenientcontextualitzar el món de les masies en general i la realitat de la zona. A l’actualitat, està deshabitada i presenta un avançat estat de degradació. Així doncs, la Masia l’Om de Pruit es un clar exemple del procés de desaparició que està patint la masoveria catalana. A continuació, iniciarem l’estudi fent esment de les masies en general i el seu marc històric, per arribar posteriorment a ubicar la masia a la subcomarca de Collsacabra i realitzar l’aixecament constructiu. Una vegada realitzat l’estudi de la masia podem concloure que l’Om de Pruït és una d’aquestes masies orientades a l’antic ús agrícola i ramader i que donat els canvis sòcio-econòmics d’aquests últims anys que cada vegada estan més marcada per la pèrdua de l’activitat rural, ha fet que els propietaris no puguin afrontar el cost de la rehabilitació i això fa que l’estat de degradació de la masia vagi en augment. Gràcies a la realització d’aquest projecte de Final de Carrera, ens hem endinsat més en el mon rural i en la seva història, i això ha fet possible ampliar els nostres coneixements tant, històrics i constructius envers d’aquest món. També hem realitzat un aprenentatge bàsicament pràctic dels treballs de camp de topografia, que hem pogut dur a terme gràcies als coneixements bàsics adquirits durant la carrera

The influence of the Internet for pedagogical innovation: Using Twitter to promote online collaborative learning

This article analyses a practice of formative peer-assessment based on an experience in university teaching innovation. From a review of the literature on feedback for self-regulation, the traits of formative assessment practices are determined and a task and the assessment criteria are designed in a consistent way with these traits. After the application of the experience, the results are discussed in terms of students' involvement; activity performance of said experience and of the whole subject; motivation and self-perception of learning and of the competency-based development of the students. The results show positive effects on the involvement, motivation and learning perception but not on performance improvement, suggesting that future research should address the effects of self-regulating feedback on the estimated learning from objective measurements and should expand the studies of the effects of these practices on the immediate and future self-regulating capacity