Las emociones a través de la historia de la música

La música ha acompañado al ser humano desde el origen de su existencia. Nace a la vez que el lenguaje oral como forma especial de comunicación y expresión de lo más íntimo y, con ese propósito, es capaz de llegar hasta donde la palabra, a veces, no alcanza. Esta capacidad convierte a la música en un vehículo privilegiado a lo largo de la Historia tanto para quien compone, como para quien ejecuta o escucha una pieza musical. Se produce una experiencia personal en relación con la melodía que envuelve, re-mueve por dentro, e-mociona. Sobre esa relación entre la música y la expresión emocional a lo largo de la historia versa esta comunicación – audición que más que una exposición teórica propone la escucha activa de una serie de piezas musicales escogidas a tal propósito

La competencia emocional en el currículo escolar de español como lengua adicional en Australia y Reino Unido

The development of students’ emotional intelligence has become a priority in integral education since the beginning of this century. Existing mental health issues in young learners brought about by the pressures and challenges of a globalized capitalist society have been put in the spotlight and exacerbated by the ongoing Covid-19 pandemic, which explains the need to promote this type of intelligence in education. We will focus on Australia and the UK, two contexts where social and emotional learning (SEL) has been promoted via government directives and policy documents across the curriculum. However, since both educational contexts have monolingual policies, our objective is to analyse whether emotional competence is integrated and developed throughout the Languages curriculum, specifically, in the case of Spanish as an additional language in Primary education. Drawing from SEL´s theoretical framework, and using qualitative content analysis, we will examine the above- mentioned curriculum implemented both in New South Wales and England.Desde su expansión a principios de los años 2000, el desarrollo de la inteligencia emocional de los estudiantes se ha convertido en un objetivo prioritario de la educación integral. Las exigencias y retos que plantea una sociedad capitalista y globalizada unidos a los impactos negativos de la COVID-19 no solo ha puesto en el punto de mira los ya existentes problemas de salud mental entre los jóvenes, sino que los ha agravado, de ahí la necesidad de promover este tipo de inteligencia a nivel educativo. Este trabajo se enfoca en Australia y Reino Unido, dos contextos donde existen directivas gubernamentales y políticas educativas que promocionan el Aprendizaje Social y Emocional (en inglés, SEL) a lo largo de la educación reglada. Sin embargo, dado que trata de dos contextos educativos con políticas lingüísticas monolingües, nuestro objetivo es analizar si la competencia emocional se desarrolla en el currículo de Lenguas, y, específicamente, en el de español como lengua adicional para Primaria. Para ello y, partiendo del marco teórico de SEL, realizamos un análisis cualitativo de contenido tanto del currículo de español implementado en Nueva Gales del Sur como en Inglaterra

La competencia emocional en el currículo escolar de español como lengua adicional en Australia y Reino Unido

The development of students' emotional intelligence has become a priority in integral education since the beginning of this century. Existing mental health issues in young learners brought about by the pressures and challenges of a globalized capitalist society have been put in the spotlight and exacerbated by the ongoing Covid-19 pandemic, which explains the need to promote this type of intelligence in education. We will focus on Australia and the UK, two contexts where social and emotional learning (SEL) has been promoted via government directives and policy documents across the curriculum. However, since both educational contexts have monolingual policies, our objective is to analyse whether emotional competence is integrated and developed throughout the Languages curriculum, specifically, in the case of Spanish as an additional language in Primary education. Drawing from SEL´s theoretical framework, and using qualitative content analysis, we will examine the above-mentioned curriculum implemented both in New South Wales and England.Desde su expansión a principios de los años 2000, el desarrollo de la inteligencia emocional de los estudiantes se ha convertido en un objetivo prioritario de la educación integral. Las exigencias y retos que plantea una sociedad capitalista y globalizada unidos a los impactos negativos de la COVID-19 no solo ha puesto en el punto de mira los ya existentes problemas de salud mental entre los jóvenes, sino que los ha agravado, de ahí la necesidad de promover este tipo de inteligencia a nivel educativo. Este trabajo se enfoca en Australia y Reino Unido, dos contextos donde existen directivas gubernamentales y políticas educativas que promocionan el Aprendizaje Social y Emocional (en inglés, SEL) a lo largo de la educación reglada. Sin embargo, dado que trata de dos contextos educativos con políticas lingüísticas monolingües, nuestro objetivo es analizar si la competencia emocional se desarrolla en el currículo de Lenguas, y, específicamente, en el de español como lengua adicional para Primaria. Para ello y, partiendo del marco teórico de SEL, realizamos un análisis cualitativo de contenido tanto del currículo de español implementado en Nueva Gales del Sur como en Inglaterra

Thematic Trends Around Gamification in MOOC: A Bibliometric Analysis

Currently, educational systems have assumed a relevant role in developing knowledge and strengthening skills in individuals, an aspect that has become a determining factor for the advancement of society. However, these systems present constant challenges, especially influenced by the advance in information and communication technologies, access to the Internet, and mobile devices, which implies transformations in the new paradigms of teaching and learning methodologies. In this scenario, gamification has been one of the strategies used within virtual learning environments such as MOOCs to increase student motivation in the development of courses. In the last decade, interest in this topic has been evidenced. Therefore, this study aims to identify the main research trends in studies on gamification in MOOCs in the last ten years. For this purpose, a bibliometric analysis was carried out using the Scopus database, from which 265 publications were obtained. The main actors (authors and journals) most cited and thematic trends were identified based on the recurrence of keywords. Among the findings, it was identified that researchers are interested in e-Learning, motivation, online learning, serious games, student engagement, badges and rewards, and the use of the Internet as a tool for learning.info:eu-repo/semantics/publishedVersio

Planeación de compras y distribución de productos perecederos en tiendas minoristas

This study presents the design of an integrated solution for the procurement planning, location of the inventory stored in the warehouse and distribution of perishable products to the retailers of the company Almacenes Súper Día S.A. The first part of the design, procurement planning, responds to the problem of the lack of adequate scheduling of supply. Currently, the process of purchasing products is done empirically without considering appropriate guidelines according to the demand and opportunity costs for products missing from the shelves. The solution proposed to this problem corresponds to the use of a lot for lot replenishment model that takes into account these last parameters. The second part of the design corresponds to the definition of the physical location of the inventories stored in the warehouse. In the present situation, the work done by the operators when loading the products and transporting them from the entrance to the space destined for their location and from the storage area to the exit for their distribution is not currently considered. Finally, the third part of the design focuses on the determination of the distribution of products from the warehouse to the different points of sale, responding to the need to satisfy the demand of each retailer.Ingeniero (a) IndustrialPregrad

Selection of the root endophyte Pseudomonas brassicacearum CDVBN10 as plant growth promoter for Brassica napus L. crops

[EN]Rapeseed (Brassica napus L.) is an important crop worldwide, due to its multiple uses, such as a human food, animal feed and a bioenergetic crop. Traditionally, its cultivation is based on the use of chemical fertilizers, known to lead to several negative e ects on human health and the environment. Plant growth-promoting bacteria may be used to reduce the need for chemical fertilizers, but e cient bacteria in controlled conditions frequently fail when applied to the fields. Bacterial endophytes, protected from the rhizospheric competitors and extreme environmental conditions, could overcome those problems and successfully promote the crops under field conditions. Here, we present a screening process among rapeseed bacterial endophytes to search for an e cient bacterial strain, which could be developed as an inoculant to biofertilize rapeseed crops. Based on in vitro, in planta, and in silico tests, we selected the strain Pseudomonas brassicacearum CDVBN10 as a promising candidate; this strain produces siderophores, solubilizes P, synthesizes cellulose and promotes plant height in 5 and 15 days-post-inoculation seedlings. The inoculation of strain CDVBN10 in a field trial with no addition of fertilizers showed significant improvements in pod numbers, pod dry weight and shoot dry weight. In addition, metagenome analysis of root endophytic bacterial communities of plants from this field trial indicated no alteration of the plant root bacterial microbiome; considering that the root microbiome plays an important role in plant fitness and development, we suggest this maintenance of the plant and its bacterial microbiome homeostasis as a positive result. Thus, Pseudomonas brassicacearum CDVBN10 seems to be a good biofertilizer to improve canola crops with no addition of chemical fertilizers; this the first study in which a plant growth-promoting (PGP) inoculant specifically designed for rapeseed crops significantly improves this crop’s yields in field conditions

Main bioactive phenolic compounds in marine algae and their mechanisms of action supporting potential health benefits

Given the growing tendency of consumers to choose products with natural ingredients, food industries have directed scientific research in this direction. In this regard, algae are an attractive option for the research, since they can synthesize a group of secondary metabolites, called phenolic compounds, associated with really promising properties and bioactivities. The objective of this work was to classify the major phenolic compounds, compare the effectiveness of the different extractive techniques used for their extraction, from traditional systems (like heat assisted extraction) to the most advance ones (such as ultrasound, microwave or supercritical fluid extraction); the available methods for identification and quantification; the stability of the enriched extract in phenolic compounds and the main bioactivities described for these secondary metabolites, to offer an overview of the situation to consider if it is possible and/or convenient an orientation of phenolic compounds from algae towards an industrial application.The research leading to these results was funded by FEDER under the program Interreg V Spain-Portugal by POPTEC, IBERPHENOL Project (ref. 0377-Iberphenol-6-E) and by NANOEATERS Project (ref. 0181-NANOEATERS-01-E) that supports the pre-doctoral work of C. Jimenez-Lopez; by MICINN supporting the Ramón&Cajal grant for M.A. Prieto (RYC-2017-22891); by Xunta de Galicia and University of Vigo supporting the post-doctoral grant for M. Fraga-Corral (ED481B-2019/ 096), and the pre-doctoral grants for A.G. Pereira (ED481A-2019/0228) and P. García-Oliveira (ED481A-2019/295); by the company AlgaMar (www.algamar.com) and Axudas Conecta Peme (Xunta de Galicia) supporting the IN852A 2018/58 NeuroFood Project that financed the pre-doctoral grant for C. Lourenço-Lopes; Ibero-American Program on Science and Technology (CYTED - AQUA-CIBUS, P317RT0003) and UP4HEALTH Project (H2020-BBI-JTI-2019) for financial support. Lucía Cassani thanks the Secretaría General Iberoamericana (SEGIB) - Fundación Carolina for a grant.info:eu-repo/semantics/publishedVersio

Vitamin D-Related Single Nucleotide Polymorphisms as Risk Biomarker of Cardiovascular Disease

Cardiovascular diseases (CVDs) are a group of disorders of the heart and blood vessels. In addition to environmental risk factors, genetic predisposition increases the risk; this includes alterations in the vitamin D receptor gene (VDR). These alterations play a key role in modifying vitamin D uptake, being able to modify its function and increasing susceptibility to cardiovascular disorders. The aim of this study was to evaluate the association of polymorphisms in the VDR gene and risk of CVD in a Caucasian population. A retrospective case-control study was conducted comprising 246 CVD patients and 246 controls of Caucasian origin from Southern Spain. The genetic polymorphisms BsmI (rs1544410), TaqI (rs731236), ApaI (rs7975232), FokI (rs2228570) and Cdx2 (rs11568820) were determined by means of real-time polymerase chain reaction (PCR) for allelic discrimination using TaqMan® probes. The logistic regression analysis adjusted for body mass index and diabetes revealed that the TT genotype was associated with a higher risk of CVD in both the genotypic model (p = 0.0430; OR = 2.30; 95% CI = 1.06–5.37; TT vs. CC) and the recessive model (p = 0.0099; OR = 2.71; 95% CI = 1.31–6.07; TT vs. C). Haplotype analysis revealed that the haplotype GAC (p = 0.047; OR = 0.34; 95% CI = 0.12–0.98) was associated with increased risk of CVD. The VDR polymorphisms FokI (rs2228570) was significantly associated with the development of CVD. No influence was observed of the VDR polymorphisms BsmI (rs1544410), TaqI (rs731236), ApaI (rs7975232) and Cdx2 (rs11568820) on the risk of developing CVD in the patients studied.ERDF funds (EU) from the Instituto de Salud Carlos III PT13/0010/003