8 research outputs found

    Curricular strategies of public universities that focus on teaching English in early childhood education

    Get PDF
    This article discusses English teacher education to work in early childhood education. The offer of English for this age group is an increasing reality in Brazilian contexts and, therefore, the demand for specific teacher education for this field is also expanding. Considering this scenario, the research conducted had the aim of analyzing curricular proposals of majors in English and Literature in Brazilian Federal and State Universities, focused on initial education of teachers to work with children. After searching on the E-MEC website, 108 institutions were listed as part of the research. The documentary survey resulted in 15 universities with approaches that met the criteria established by the researchers, which also had significant contributions regarding the initiatives implemented in those universities. Moreover, with the goal of also investigating local realities, five institutions were invited to participate in an interview. Through reflections based on curricular theories, transdisciplinarity, teacher education and teaching English to young learners, the research offered a national overview and local aspects around the topic. Furthermore, the results presented in this article point out to the possibilities of understanding English teacher education to work with children as a new space, closely related to the local context and marked by particularities.This article discusses English teacher education to work in early childhood education. The offer of English for this age group is an increasing reality in Brazilian contexts and, therefore, the demand for specific teacher education for this field is also expanding. Considering this scenario, the research conducted had the aim of analyzing curricular proposals of majors in English and Literature in Brazilian Federal and State Universities, focused on initial education of teachers to work with children. After searching on the E-MEC website, 108 institutions were listed as part of the research. The documentary survey resulted in 15 universities with approaches that met the criteria established by the researchers, which also had significant contributions regarding the initiatives implemented in those universities. Moreover, with the goal of also investigating local realities, five institutions were invited to participate in an interview. Through reflections based on curricular theories, transdisciplinarity, teacher education and teaching English to young learners, the research offered a national overview and local aspects around the topic. Furthermore, the results presented in this article point out to the possibilities of understanding English teacher education to work with children as a new space, closely related to the local context and marked by particularities. Keywords: Teacher education; curriculum; Teaching English to young learners.

    The ERA-EDTA Registry Annual Report 2018 : a summary

    Get PDF
    Background. The European Renal Association - European Dialysis and Transplant Association (ERA-EDTA) Registry collects data on kidney replacement therapy (KRT) via national and regional renal registries in Europe and countries bordering the Mediterranean Sea. This article summarizes the 2018 ERA-EDTA Registry Annual Report, and describes the epidemiology of KRT for kidney failure in 34 countries. Methods. Individual patient data on patients undergoing KRT in 2018 were provided by 34 national or regional renal registries and aggregated data by 17 registries. The incidence and prevalence of KRT, the kidney transplantation activity and the survival probabilities of these patients were calculated. Results. In 2018, the ERA-EDTA Registry covered a general population of 636 million people. Overall, the incidence of KRT for kidney failure was 129 per million population (p.m.p.), 62% of patients were men, 51% were >= 65years of age and 20% had diabetes mellitus as cause of kidney failure. Treatment modality at the onset of KRT was haemodialysis (HD) for 84%, peritoneal dialysis (PD) for 11% and pre-emptive kidney transplantation for 5% of patients. On 31 December 2018, the prevalence of KRT was 897 p.m.p., with 57% of patients on HD, 5% on PD and 38% living with a kidney transplant. The transplant rate in 2018 was 35 p.m.p.: 68% received a kidney from a deceased donor, 30% from a living donor and for 2% the donor source was unknown. For patients commencing dialysis during 2009-13, the unadjusted 5-year survival probability was 42.6%. For patients receiving a kidney transplant within this period, the unadjusted 5-year survival probability was 86.6% for recipients of deceased donor grafts and 93.9% for recipients of living donor grafts.Peer reviewe

    Large scale multifactorial likelihood quantitative analysis of BRCA1 and BRCA2 variants: An ENIGMA resource to support clinical variant classification

    Get PDF
    The multifactorial likelihood analysis method has demonstrated utility for quantitative assessment of variant pathogenicity for multiple cancer syndrome genes. Independent data types currently incorporated in the model for assessing BRCA1 and BRCA2 variants include clinically calibrated prior probability of pathogenicity based on variant location and bioinformatic prediction of variant effect, co-segregation, family cancer history profile, co-occurrence with a pathogenic variant in the same gene, breast tumor pathology, and case-control information. Research and clinical data for multifactorial likelihood analysis were collated for 1,395 BRCA1/2 predominantly intronic and missense variants, enabling classification based on posterior probability of pathogenicity for 734 variants: 447 variants were classified as (likely) benign, and 94 as (likely) pathogenic; and 248 classifications were new or considerably altered relative to ClinVar submissions. Classifications were compared with information not yet included in the likelihood model, and evidence strengths aligned to those recommended for ACMG/AMP classification codes. Altered mRNA splicing or function relative to known nonpathogenic variant controls were moderately to strongly predictive of variant pathogenicity. Variant absence in population datasets provided supporting evidence for variant pathogenicity. These findings have direct relevance for BRCA1 and BRCA2 variant evaluation, and justify the need for gene-specific calibration of evidence types used for variant classification

    Large scale multifactorial likelihood quantitative analysis of BRCA1 and BRCA2 variants: An ENIGMA resource to support clinical variant classification

    Get PDF
    Abstract The multifactorial likelihood analysis method has demonstrated utility for quantitative assessment of variant pathogenicity for multiple cancer syndrome genes. Independent data types currently incorporated in the model for assessing BRCA1 and BRCA2 variants include clinically calibrated prior probability of pathogenicity based on variant location and bioinformatic prediction of variant effect, co-segregation, family cancer history profile, co-occurrence with a pathogenic variant in the same gene, breast tumor pathology, and case-control information. Research and clinical data for multifactorial likelihood analysis were collated for 1395 BRCA1/2 predominantly intronic and missense variants, enabling classification based on posterior probability of pathogenicity for 734 variants: 447 variants were classified as (likely) benign, and 94 as (likely) pathogenic; 248 classifications were new or considerably altered relative to ClinVar submissions. Classifications were compared to information not yet included in the likelihood model, and evidence strengths aligned to those recommended for ACMG/AMP classification codes. Altered mRNA splicing or function relative to known non-pathogenic variant controls were moderately to strongly predictive of variant pathogenicity. Variant absence in population datasets provided supporting evidence for variant pathogenicity. These findings have direct relevance for BRCA1 and BRCA2 variant evaluation, and justify the need for gene-specific calibration of evidence types used for variant classification. This article is protected by copyright. All rights reserved.Peer reviewe

    The evolving SARS-CoV-2 epidemic in Africa: Insights from rapidly expanding genomic surveillance

    Get PDF
    INTRODUCTION Investment in Africa over the past year with regard to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) sequencing has led to a massive increase in the number of sequences, which, to date, exceeds 100,000 sequences generated to track the pandemic on the continent. These sequences have profoundly affected how public health officials in Africa have navigated the COVID-19 pandemic. RATIONALE We demonstrate how the first 100,000 SARS-CoV-2 sequences from Africa have helped monitor the epidemic on the continent, how genomic surveillance expanded over the course of the pandemic, and how we adapted our sequencing methods to deal with an evolving virus. Finally, we also examine how viral lineages have spread across the continent in a phylogeographic framework to gain insights into the underlying temporal and spatial transmission dynamics for several variants of concern (VOCs). RESULTS Our results indicate that the number of countries in Africa that can sequence the virus within their own borders is growing and that this is coupled with a shorter turnaround time from the time of sampling to sequence submission. Ongoing evolution necessitated the continual updating of primer sets, and, as a result, eight primer sets were designed in tandem with viral evolution and used to ensure effective sequencing of the virus. The pandemic unfolded through multiple waves of infection that were each driven by distinct genetic lineages, with B.1-like ancestral strains associated with the first pandemic wave of infections in 2020. Successive waves on the continent were fueled by different VOCs, with Alpha and Beta cocirculating in distinct spatial patterns during the second wave and Delta and Omicron affecting the whole continent during the third and fourth waves, respectively. Phylogeographic reconstruction points toward distinct differences in viral importation and exportation patterns associated with the Alpha, Beta, Delta, and Omicron variants and subvariants, when considering both Africa versus the rest of the world and viral dissemination within the continent. Our epidemiological and phylogenetic inferences therefore underscore the heterogeneous nature of the pandemic on the continent and highlight key insights and challenges, for instance, recognizing the limitations of low testing proportions. We also highlight the early warning capacity that genomic surveillance in Africa has had for the rest of the world with the detection of new lineages and variants, the most recent being the characterization of various Omicron subvariants. CONCLUSION Sustained investment for diagnostics and genomic surveillance in Africa is needed as the virus continues to evolve. This is important not only to help combat SARS-CoV-2 on the continent but also because it can be used as a platform to help address the many emerging and reemerging infectious disease threats in Africa. In particular, capacity building for local sequencing within countries or within the continent should be prioritized because this is generally associated with shorter turnaround times, providing the most benefit to local public health authorities tasked with pandemic response and mitigation and allowing for the fastest reaction to localized outbreaks. These investments are crucial for pandemic preparedness and response and will serve the health of the continent well into the 21st century

    Guía para la elaboración de Trabajos Fin de Grado y Trabajos Fin de Máster en Psicología y Ciencias afines

    No full text
    El Trabajo Fin de Grado o el Trabajo Fin de Máster (TFG y TFM, en adelante) supone la culminación de años de estudio y dedicación por parte del alumnado a la ardua tarea de formarse como profesionales de su campo de trabajo. Hay quienes llegan a este momento con una idea más o menos clara de lo que quieren realizar y hay quienes se encuentran en un mar de incertidumbre; les atraen diversas temáticas, a veces totalmente dispares, discurren entre un estudio empírico con recogida de datos hasta un programa de intervencion o bien realizan propuestas alejadas de las exigencias reales que el trabajo requiere. Con independencia de ello, los años de experiencia docente nos han permitido detectar que, en su mayoría, el alumnado se enfrenta a un periodo de gran demanda y exigencia que les genera un alto nivel de estrés y en el que salen a flote numerosas inseguridades, incluso ciertas debilidades académicas que han podido ir solventando a duras penas durante sus estudios. Se enfrentan a una asignatura en la que tienen que desplegar conocimientos y competencias adquiridas a lo largo del Grado o Posgrado y deben saber integrarlas y ponerlas en relación con una tipología de trabajo que en ocasiones no han abordado extensamente con anterioridad. Esta situación dificulta e incluso posterga en el tiempo la presentación de un trabajo exitoso y, por qué no decirlo, añade una carga extra al equipo docente en su labor de dirección y supervisión. Por este motivo, el objetivo de la presente guía es ofrecer orientaciones y pautas que ayuden al alumnado en la realización de su TFG o TFM abordando diferentes tipologías de trabajo que pueden llevar a cabo. Para este fin, se han desarrollado un total de nueve capítulos. En el primer y segundo capítulo se abordan consideraciones generales a tener en cuenta para todos los tipos de trabajo relacionadas con la estructura, presentación y redacción del mismo, así como nociones básicas acerca de la utilización de los estándares creados por la American Psychological Association (APA, en adelante) en su edición vigente. El tercer capítulo se centra en el plagio en los textos académicos. En los restantes capítulos se presentan distintos tipos de TFG o TFM que pueden llevarse a cabo. Para facilitar la organización, estos capítulos comienzan respondiendo a la cuestión “¿Qué son?”, en base a la cual se describen las principales características del tipo de estudio sobre el que versa el capítulo (p. ej., revisión bibliográfica, proyecto de investigación, etc.). Posteriormente, respondiendo a la pregunta “¿Qué se necesita?”, se enumeran un conjunto de competencias y recursos con los que el alumnado debería contar antes de la realización de este trabajo. En tercer lugar, atendiendo a la pregunta “¿Cómo se hace?”, se describen los principales pasos que el alumnado deberá llevar a cabo para la realización de su trabajo. Estos pasos también se traducen en una propuesta de estructura sobre la que organizar el trabajo. En cuarto lugar, en la sección de autoevaluación, se han detallado una serie de cuestiones a modo de lista de comprobación (checklist), que ayuden al alumnado a repasar si ha abordado la totalidad de aspectos críticos y desafíos que su tipo de estudio plantea. Finalmente, en el apartado bibliografía recomendada, se incluyen diferentes estudios que el alumnado puede consultar para profundizar en la temática o tipología de trabajo. Reconocemos que nuestra propuesta y los contenidos tratados pueden diferir de la visión de otros docentes e investigadores, ya que somos conscientes de la diversidad de criterios y perspectivas que pueden existir en el ámbito académico, incluso en Psicología y en ciencias afines, en relación con la realización de trabajos como los expuestos en esta guía. No pretendemos establecer verdades absolutas sobre esta materia, tan solo cubrir una necesidad detectada en nuestro trabajo diario, año tras año, promoción tras promoción. En definitiva, nos complacería que esta guía proporcione respuestas a tantos y tan diversos interrogantes que presenta el alumnado de la Universidad Loyola Andalucía y también del resto de universidades que contemplen en su plan de estudio una análoga asignatura TFG o TFM, así como a docentes que vean de utilidad las directrices y recomendaciones aquí mostradas para su labor de tutorización.CAPÍTULO 1. CONSIDERACIONES GENERALES PARA TODOS LOS TRABAJOS (Sergio Fernández-Artamendi e Irene Gómez-Gómez) CAPÍTULO 2. NOCIONES BÁSICAS ACERCA DE LA UTILIZACIÓN DE LOS ESTÁNDARES CREADOS POR LA AMERICAN PSYCHOLOGICAL ASSOCIATION (Irene Gómez-Gómez y Sergio Fernández-Artamendi) CAPÍTULO 3. EL PLAGIO EN LOS TEXTOS ACADÉMICOS (Davinia M. Resurrección) CAPÍTULO 4. REVISIÓN BIBLIOGRÁFICA: UNA APROXIMACIÓN A LA REVISIÓN SISTEMÁTICA (Emma Motrico) CAPÍTULO 5. PROYECTO DE INVESTIGACIÓN (Carmen Rodríguez-Domínguez, Sara Domínguez-Salas, Sergio Fernández-Artamendi, Noelia Muñoz-Fernández y Alejandro Galvao Carmona) CAPÍTULO 6. ESTUDIO EMPÍRICO CUANTITATIVO (Sara Domínguez-Salas, Carmen Rodríguez-Domínguez y Noelia Muñoz-Fernández) CAPÍTULO 7. ESTUDIO PSICOMÉTRICO PARA LA CREACIÓN DE INSTRUMENTOS (Ana Isabel Arcos-Romero) CAPÍTULO 8. ESTUDIO DE CASO CLÍNICO (Mencía R. Gutiérrez-Colosía; Desireé Ruiz-Aranda y Nerea Almeda) CAPÍTULO 9. DISEÑO DE PROPUESTA DE INTERVENCIÓN (Jesús Maya, Nerea Almeda, Sergio Fernández-Artamendi y Carmen Rodríguez-Domínguez

    The ERA Registry Annual Report 2020 : a summary

    Get PDF
    Background The European Renal Association (ERA) Registry collects data on kidney replacement therapy (KRT) in patients with ESKD. This paper is a summary of the ERA Registry Annual Report 2020, also including comparisons among primary renal disease (PRD) groups. Methods Data were collected from 52 national and regional registries from 34 European countries and countries bordering the Mediterranean Sea: 35 registries from 18 countries providing individual level data and 17 registries from 17 countries providing aggregated data. Using this data, KRT incidence and prevalence, kidney transplantation rates, expected remaining lifetimes and survival probabilities were calculated. Results A general population of 654.9 million people was covered by the ERA Registry in 2020. The overall incidence of KRT was 128 per million population (p.m.p.). In incident KRT patients, 54% were older than 65 years, 63% were men and the most common PRD was diabetes mellitus (21%). Regarding initial treatment modality in incident patients, 85% received haemodialysis (HD), 11% received peritoneal dialysis (PD) and 4% received a pre-emptive kidney transplant. On 31 December 2020, the prevalence of KRT was 931 p.m.p. In prevalent patients, 45% were older than 65 years, 60% were men and glomerulonephritis was the most common PRD (18%). Of these patients, 58% were on HD, 5% on PD and 37% were living with a kidney transplant. The overall kidney transplantation rate in 2020 was 28 p.m.p., with a majority of kidney grafts from deceased donors (71%). The unadjusted 5-year survival, based on incident dialysis patient from 2011-15, was 41.8%. For patients having received a deceased donor transplant, the unadjusted 5-year survival probability was 86.2% and for patients having received a living donor transplant it was 94.4%. When comparing data by PRD group, differences were found regarding the distribution of age groups, sex and treatment modality received.Peer reviewe
    corecore