Efecto de un programa de intervención en los procesos y estrategias para la comprensión lectora en estudiantes de 5º y 6º grado

Background: Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] program. Method: Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade. Results: The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Conclusions: Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.Antecedentes: diferentes investigaciones han evidenciado que el fomento de estrategias cognitivas y metacognitivas puede mejorar la comprensión lectora y su instrucción favorece la utilización adecuada de los procesos de monitoreo y de las estrategias de regulación. El objetivo del estudio es analizar los efectos de la instrucción estratégica y metacognitiva con el programa “Aprender a Comprender” en los procesos y estrategias para la comprensión lectora. Método: la instrucción se llevó a cabo durante seis meses, en el aula, a cargo de dos docentes. Participaron 94 escolares, 49 de 5º grado y 45 de 6º grado. Se utilizó un diseño pretest-intervenciónpostest-seguimiento con un grupo de comparación por grado. Resultados: los análisis de varianza muestran un impacto de la intervención y su mantenimiento diferencial en cada grado. Los estudiantes del grupo de intervención de 5º grado puntuaron más alto en la prueba de comprensión lectora en postest y en el seguimiento. Los del grupo de intervención de 6º grado puntuaron más alto en la escala de planifi cación tanto en postest como en el seguimiento. Conclusiones: la instrucción estratégica textual favorece la comprensión lectora y el progresivo desarrollo de la planifi cación necesaria para su supervisión y regulación, manteniendo sus efectos en el tiempo.info:eu-repo/semantics/publishedVersio

Genetic Characterization and Phylogenetic Analysis of Small Ruminant Lentiviruses Detected in Spanish Assaf Sheep with Different Mammary Lesions

[EN]Small Ruminant Lentiviruses (SRLVs) are widespread in many countries and cause economically relevant, slow, and persistent diseases in sheep and goats. Monitoring the genetic diversity of SRLVs is useful to improve the diagnostic tools used in the eradication programs. In this study, SRLVs detected in Spanish Assaf sheep with different grades of lymphoproliferative mastitis were sequenced. Genetic characterization showed that most samples belonged to type A and were closer to Spanish SRLV isolates previously classified as A2/A3. Four samples belonged to subtype B2 and showed higher homology with Italian B2 strains than with Spanish B2 isolates. Amino acid sequences of immuno-dominant epitopes in the gag region were very conserved while more alterations were found in the LTR sequences. No significant correlations were found between grades of mastitis and alterations in the sequences although samples with similar histological features were phylogenetically closer to each other. Broader genetic characterization surveys in samples with different grades of SRLV-lesions are required for evaluating potential correlations between SRLV sequences and the severity of diseases.SIThis work has been partially supported by the Spanish government (LE361A12-1 project and FPU13/01081 grant) and by the University of Camerino (FAR-Preziuso)

Mortality Causes in Free-Ranging Eurasian Brown Bears (Ursus arctos arctos) in Spain 1998–2018

© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).[EN] This work summarizes the mortality cases of twenty-five free-ranging Eurasian wild brown bears (Ursus arctos arctos) from the Cantabrian mountain range submitted for necropsy in Asturias and Castilla y León (northwestern Spain) from 1998 to 2018. Mortality cases were classified both caused by (i) "non-human intervention" or "human intervention” causes and based on (ii) "non-infectious" or "infectious" etiology. In four cases (16%) it was not possible to determine the cause of death due to the inadequate preservation of collected specimens or insufficient tissue availability. Based on "non-human intervention" or "human intervention” causes, fourteen of the 21 (66.7%) brown bears died as a consequence of "non-human intervention" due to traumatic lesions (fights, unknown traumas or infanticide), infectious canine hepatitis, neoplasia or mushroom poisoning. In contrast, seven (33.3%) brown bears died by “human intervention” due to illegal hunting (shooting or snare), handling (during transit in an attempt to reintroduce a bear back into the wild) or strychnine poisoning. Based on "non-infectious" or "infectious" etiology, twelve of the 21 (57.1%) brown bears died due to "non-infectious” causes, namely traumatic lesions such as shooting, snare, fighting or infanticide, handling, strychnine poisoning, mushroom poisoning or neoplasia. The remaining nine (42.9%) animals died due to “infectious” diseases which included gangrenous myositis, infectious canine hepatitis or septicemia. In six of those cases traumatic lesions caused by non-human or human activities were complicated with bacterial infection (clostridiosis and septicemia) which finally caused the death of those animals. Additionally, exertional myopathy was observed in the handled animal and in one bear found in a snare. In a free-ranging population of Eurasian brown bear from the Cantabrian mountain range, main causes of death are attributed to non-human related traumatic lesions and infectious diseases (primary developed such as infectious canine hepatitis or secondary developed such as clostridiosis or septicemia) which is in contrast to previously reported data for other bear populations. These data are valuable and may help in the conservation and management of this recovering population.SIAuthors thank colleagues from SERIDA, University of León, Servicios del Principado de Asturias (SERPA), Servicio de Espacios Protegidos y Conservación de la Naturaleza, Dirección General de Biodiversidad from Viceconsejería de Medio Ambiente del Principado de Asturias and Consejería de Fomento y Medio Ambiente de la Junta de Castilla y Léon for the invaluable collaboration. We thank Kevin P. Dalton for critically reviewing the manuscript.This work was partially supported by the Principado de Asturias, PCTI 2018–220 (GRUPIN: IDI2018-000237 and FEDER)

Perfiles motivacionales, implicación y ansiedad ante los deberes escolares y rendimiento académico en estudiantes de Educación Secundaria Obligatoria

The purpose of this paper is to identify students with different motivational profiles and analyze the differences in their involvement and anxiety about homework and academic achievement. The sample is 714 high school students. Focusing on the groups identified, the group of learning goals takes more amount homework, spends more time, manages better the time and gets better achievement. The group avoidance of failure has high levels of homework anxiety. The group of unmotivated students has low homework engagement, poor achievement and low levels of homework anxiety.El propósito de este trabajo es comprobar si existen combinaciones de metas académicas que den lugar a diferentes grupos de perfiles motivacionales y analizar si existen diferencias significativas entre estos grupos en su implicación en los deberes escolares, en la ansiedad ante los deberes y en el rendimiento académico. La muestra está integrada por 714 estudiantes de Educación Secundaria Obligatoria (43.4% chicos y 56.6% chicas). Los resultados permiten identificar cuatro grupos de perfiles motivacionales: un primer grupo formado por estudiantes con múltiples metas (Grupo de Múltiples Metas), un segundo grupo integrado por estudiantes desmotivados (Grupo Desmotivado), un tercer grupo formado por estudiantes con predominio de metas de aprendizaje (Grupo de Metas de Aprendizaje) y un cuarto grupo en el que estarían aquellos estudiantes con un alto miedo al fracaso (Grupo de Evitación del Fracaso). Con respecto a las diferencias entre los grupos, los resultados indicaron que el perfil de estudiantes orientados hacia metas de aprendizaje es el que presenta unas puntuaciones más altas en todas las variables estudiadas, excepto en la ansiedad ante los deberes. Este grupo realiza más cantidad de deberes, pasa más tiempo dedicado a ellos, gestiona mejor ese tiempo y, además, obtiene un rendimiento académico más alto. Unos resultados muy parecidos los obtiene también el grupo de estudiantes con múltiples metas, pero quizás la implicación en los deberes escolares sea más “tranquila” en el primer grupo, debido fundamentalmente a los bajos niveles de ansiedad que los deberes escolares le generan. El grupo de múltiples metas, que combina metas de distinta naturaleza y que pueden entrar en conflicto, probablemente sostengan un alto nivel de exigencia que lo lleva a tener también a unos mayores niveles de ansiedad ante los deberes escolares. De todos modos, los niveles más altos de ansiedad ante los deberes escolares son los del grupo de evitación del fracaso. El temor al fracaso, que caracteriza a los estudiantes con este perfil motivacional, los lleva a una constante preocupación por evitar parecer incompetentes ante los demás. Por el contrario, el grupo de estudiantes desmotivados presenta, junto con una baja implicación en los deberes y un bajo rendimiento académico, los niveles de ansiedad antes los deberes escolares más bajos

Canine adenovirus type 1 (CAdV-1) in free-ranging European brown bear (Ursus arctos arctos): A threat for Cantabrian population?

[EN] Canine adenovirus type 1 (CAdV-1) is responsible for infectious canine hepatitis. The disease has been described in captive American black bear (Ursus americanus) and European brown bear (Ursus arctos arctos), with just one recently reported case in a cub of a free-ranging brown bear (Ursus arctos horribilis) from Alaska. The aim of this work is to summarize findings related to presence and associated mortality of CAdV-1 in 21 free-ranging Cantabrian brown bears (Ursus arctos arctos) submitted to necropsy in Asturias and Castilla y León (northwestern Spain) from 1998 to 2018. On the basis of the anatomopathological findings and laboratory results three free-ranging brown bears died due to infectious canine hepatitis, which is to our knowledge the first description of death due to this disease in free-ranging bears in Europe. Gross lesions consisted of petechial haemorrhages and congestion in different internal organs, haemorrhagic fluid in internal cavities, friable and yellowish liver and thickening of gall bladder. Microscopic lesions were observed mainly in liver, kidney and brain and consisted of multifocal necrosis of cells with presence of basophilic intranuclear inclusions. Immunohistochemical (IHC) and real-time polymerase chain reaction (qPCR) techniques were used to assess the presence of CAdV-1 in paraffin-embedded liver samples. Viral antigens were detected by IHC labelling within hepatocytes and Küppfer cells in the three animals. The presence of viral DNA was confirmed by qPCR in one of them. In order to evaluate the circulation of CAdV-1 in brown bears, a retrospective study was performed using both IHC and qPCR techniques in 11 and 12 additional brown bears, respectively. An extra brown bear was found positive by IHC. This study shows that CAdV-1 surveillance of brown bears and sympatric carnivores should be considered as major concern for the monitoring the population evolution throughout time in this endangered species.SIAuthors thank colleagues from SERIDA (A. Espí, J. M. Prieto and R.A. Juste), University of León (C. Pérez Martínez and M. J. GarcíaIglesias), Servicio de Espacios Protegidos y Conservación de la Natu-raleza, Dirección General de Biodiversidad from Viceconsejería deMedio Ambiente del Principado de Asturias (L. M. Álvarez) and Con-sejería de Fomento y Medio Ambiente de la Junta de Castilla y Léonfor the invaluable collaboration. Authors also thank Andrea Balboni(Dipartimento di Scienze Mediche Veterinarie, Università di Bologna)for providing CAdV‐1 DNA sample. We thank Donal Savage for criti-cally reviewing the manuscrip

MICa/b-dependent activation of natural killer cells by CD64+ inflammatory type 2 dendritic cells contributes to autoimmunity

Artículo escrito por un elevado número de autores, solo se referencian el que aparece en primer lugar, el nombre del grupo de colaboración, si le hubiere, y los autores pertenecientes a la UAMPrimary Sjögren's syndrome (pSS) is an inflammatory autoimmune disorder largely mediated by type I and II interferon (IFN). The potential contribution of innate immune cells, such as natural killer (NK) cells and dendritic cells (DC), to the pSS pathology remains understudied. Here, we identified an enriched CD16+ CD56hi NK cell subset associated with higher cytotoxic function, as well as elevated proportions of inflammatory CD64+ conventional dendritic cell (cDC2) subtype that expresses increased levels of MICa/b, the ligand for the activating receptor NKG2D, in pSS individuals. Circulating cDC2 from pSS patients efficiently induced activation of cytotoxic NK cells ex vivo and were found in proximity to CD56+ NK cells in salivary glands (SG) from pSS patients. Interestingly, transcriptional activation of IFN signatures associated with the RIG-I/DDX60 pathway, IFN I receptor, and its target genes regulate the expression of NKG2D ligands on cDC2 from pSS patients. Finally, increased proportions of CD64hi RAE-1+ cDC2 and NKG2D+CD11b+CD27+ NK cells were present in vivo in the SG after poly I:C injection. Our study provides novel insight into the contribution and interplay of NK and cDC2 in pSS pathology and identifies new potential therapy targetsRTI2018-097485-A-I00, PID2021-127899OB-I0

Prevención e intervención de las dificultades de aprendizaje en lectura

Programs of strategic and mediated reading instruction based on cognitive processes allow the effective mastery of this specific skill, as well as the improvement of cognitive processes. Students of 2nd, 5th, and 6th grade of Primary Education, with and without risk of reading difficulty, participated in the implementation of this type of programs. The 2nd-grade students, at risk of reading difficulty, received a reinforcement program in reading skills with a methodology designed so that learning to read took place spontaneously through the internalization of principles and strategies. The students of 5th and 6th grade, without risk of reading difficulty, participated in a program of reading comprehension based on the strategic and metacognitive instruction of this skill. In 2nd grade, the results indicated a significant improvement of successive cognitive processing, associated with the mastery of phonological awareness. In 5th and 6th grade, significant improvements were obtained in reading comprehension and in the cognitive process of planning, linked to the use of strategies and to learning supervision and regulation. For some student, the 2nd-graders, the use of this type of intervention programs constitutes the best prevention of learning difficulty, as it significantly improves their scores in successive processing. The results obtained in 5th and 6th grade extend our existing knowledge of the efficacy of instruction programs in reading comprehension by including support through questions formulated in the learning context in order to make the students aware of the most efficient cognitive strategies for the development of reading competence.Los programas de enseñanza estratégica y mediada de la lectura basados en procesos cognitivos permiten el dominio eficaz de esta habilidad específica, así como la mejora de los procesos cognitivos. Estudiantes de 2º, 5º y 6º curso de la etapa de Educación Primaria, con y sin riesgo de dificultad lectora, participaron en la implementación de este tipo de programas. A los estudiantes de 2º curso, en riesgo de dificultad lectora, se les aplicó un programa de refuerzo en habilidades lectoras con una metodología diseñada para que el aprendizaje de la lectura tuviese lugar de manera espontánea a través de la interiorización de principios y estrategias. Los estudiantes de 5º y 6º curso, sin riesgo de dificultad lectora, participaron de un programa de comprensión lectora basado en la instrucción estratégica y metacognitiva de dicha habilidad. En 2º curso los resultados indicaron una mejora significativa del proceso cognitivo sucesivo, asociado al dominio de la conciencia fonológica. En 5º y 6º se obtuvieron mejoras significativas en compresión lectora y en el proceso cognitivo de planificación, vinculado al uso de estrategias y a la supervisión y regulación del aprendizaje. Para los estudiantes de 2º curso, el uso de este tipo de programas de intervención constituye la mejor prevención de la dificultad de aprendizaje como evidencia en la mejora significativa de sus puntuaciones en procesamiento sucesivo. Los resultados obtenidos en 5º y 6º amplían el conocimiento existente sobre la eficacia de los programas de instrucción en comprensión lectora al incluir, en el contexto de aprendizaje, el apoyo mediante preguntas para hacer conscientes a los estudiantes de las estrategias cognitivas más eficientes para el desarrollo de la competencia lectora

The structural assembly switch of cell division protein FtsZ probed with fluorescent allosteric inhibitors

FtsZ is a widely conserved tubulin-like GTPase that directs bacterial cell division and a new target for antibiotic discovery. This protein assembly machine cooperatively polymerizes forming single-stranded filaments, by means of self-switching between inactive and actively associating monomer conformations. The structural switch mechanism was proposed to involve a movement of the C-terminal and N-terminal FtsZ domains, opening a cleft between them, allosterically coupled to the formation of a tight association interface between consecutive subunits along the filament. The effective antibacterial benzamide PC190723 binds into the open interdomain cleft and stabilizes FtsZ filaments, thus impairing correct formation of the FtsZ ring for cell division. We have designed fluorescent analogs of PC190723 to probe the FtsZ structural assembly switch. Among them, nitrobenzoxadiazole probes specifically bind to assembled FtsZ rather than to monomers. Probes with several spacer lengths between the fluorophore and benzamide moieties suggest a binding site extension along the interdomain cleft. These probes label FtsZ rings of live Bacillus subtilis and Staphylococcus aureus, without apparently modifying normal cell morphology and growth, but at high concentrations they induce impaired bacterial division phenotypes typical of benzamide antibacterials. During the FtsZ assembly-disassembly process, the fluorescence anisotropy of the probes changes upon binding and dissociating from FtsZ, thus reporting open and closed FtsZ interdomain clefts. Our results demonstrate the structural mechanism of the FtsZ assembly switch, and suggest that the probes bind into the open clefts in cellular FtsZ polymers preferably to unassembled FtsZ in the bacterial cytosol

Methodology for the acquisition of generic and specific competences in pathology within the Clinical Rotatory of the Degree in Veterinary Medicine

Resúmenes IV Congreso VetDoc de Docencia Veterinaria, León 2017 (6-7 de Julio)[ES] Con la implantación del Grado en Veterinaria (2010-2011), la docencia de la Anatomía Patológica Veterinaria se lleva a cabo en las asignaturas de Anatomía Patológica General (2º curso) y Especial (4º curso), como era tradicional, y además en la asignatura “Rotatorio Clínico” (5º curso). En esta última se pretende que los estudiantes aprendan esta materia desde un enfoque completamente aplicado, con énfasis en la relación de la Anatomía Patológica con las disciplinas clínicas, para que les ayude a comprender la etiopatogenia de los procesos morbosos que sufrían los animales, que explicarían sus signos clínicos y así poder decidir las opciones terapéuticas más apropiadas