The influence of television stories on narrative abilities in children

This research explores the narrative abilities demonstrated by children aged between 8 and 12 in the production of television stories. The results reveal that not all television stories viewed by children foster the informal education process. One type of story, termed narrativizing, enables children to produce coherent stories which clearly articulate the causal, temporal and motivational relations, as well as the means-end structures, the proximal relations of the intrigue and the distal relations of the plot. Other television stories, denarrativizing stories, tend to induce disarrangements and incoherence at all structural levels of the stories produced by children. This in turn hampers the development of their narrative abilities, which are necessary to the correct development of narrative thought. These results indicate the need to exercise social control over this latter type of fictional television narrative, to which children are exposed throughout their development within the framework of informal education.University of the Basque Country (UPV/EHU), EHU 13/65 Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), GIU 15/14 Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), UFI 11/04 MINECO. Ministerio de Economía y Competitividad, BES-2015-071923 Fondo Social Europeo, BES-2015-07192

El teletrabajo como nuevo método en el empleo público: propuesta de plan piloto

[ES] El teletrabajo es ya una realidad que esta implantada desde hace años en el sector privado, ya que está demostrado que tiene importantes beneficios relacionados con la conciliación familiar, la eficiencia, la productividad, la sostenibilidad y la satisfacción laboral. Pero, ¿Por qué todavía no se ha implantado en las Administraciones Públicas?. Esta pregunta fue una de las principales causas que me llevo a investigar acerca de este hecho y de la repercusión que tendría si se implantase en las Administraciones Públicas. Para contestar a esta pregunta, tenemos que analizar primero que barreras existen en la Administración para no implantar dicha modalidad, entre las que destaca el desconocimiento que las personas y las propias organizaciones tienen acerca de esta modalidad. Para romper con dicha barrera hemos de cambiar la percepción que tienen los empleados públicos y las instituciones, creando un clima que promueva y facilite dicha implantación reformulando: procesos de trabajo, sistema de evaluación del desempeño, cultura organizativa, etc. Antes de iniciar la puesta en marcha del plan, hemos realizado una investigación acerca de la evolución de la normativa en materia de teletrabajo en Europa, España y en las Comunidades Autónomas (Capítulo 3). También, una vez analizada la evolución que ha tenido dicha regulación, nos hemos centrado en analizar (capítulo 4) lo qué es el teletrabajo como tal y sus diversas modalidades, además de aspectos muy relevantes como son el derecho a la intimidad, la protección de riesgos laborales y las condiciones de trabajo. En el capítulo 5, iniciamos la puesta en marcha de nuestro plan. Antes de iniciar nuestro plan, tenemos que hacer un análisis global del servicio en el cual vamos a implantar el teletrabajo y ver sus puntos débiles y fuertes además de, definir claramente, cuales van a ser los objetivos de este plan y quienes van a ser los responsables de coordinación. Una vez establecidos los elementos y aspectos más relevantes para la implantación del teletrabajo, hemos elaborado el plan. La elaboración del plan incluye un calendario de ejecución, las condiciones de participación, el análisis de puestos para detallar qué puestos van a ser susceptibles de prestarse en la modalidad de teletrabajo y cuales no, también hemos confeccionado el proceso de selección a seguir y los criterios adjudicadores, y por último, una valoración de los posibles costes que tendría el plan si se llegase a implantar.González Bermejo, A. (2017). EL TELETRABAJO COMO NUEVO MÉTODO EN EL EMPLEO PÚBLICO: PROPUESTA DE PLAN PILOTO. http://hdl.handle.net/10251/86463.TFG

Habilidades narrativas, valores y relatos personales digitales: una propuesta metodológica para Educación Primaria

La finalidad general de este trabajo es presentar una propuesta metodológica para la educación en valores a través de contenidos mediáticos de ficción, basada en una investigación previa sobre la relación entre el consumo mediático infantil y el desarrollo sociopersonal en Educación Primaria. En la primera parte, se presenta el análisis del índice de habilidad narrativa y la identificación de valores/contravalores en relación a dos tipos de relatos audiovisuales con diferente estructura (narrativa y no narrativa). Han participado 186 alumnos y alumnas de 3º y 6º de Educación Primaria de cuatro centros de la Comunidad Autónoma del País Vasco (CAPV). Se trata de un estudio cuasiexperimental con metodología cualitativa y cuantitativa, que incluye diferentes fases: fase preliminar (índices de audiencia, selección de dos episodios en base a su estructura, análisis de contenido de cada episodio seleccionado); fase experimental (visionado del episodio con estructura narrativa y no narrativa); y fase de análisis de recepción (entrevista semiestructurada en la que se recoge la evocación del relato por parte del alumnado y los valores/contravalores que han percibido en el episodio). Entre los resultados cabe destacar que existen diferencias en la habilidad narrativa y en la identificación de valores/contravalores en función de la estructura del relato de ficción visualizado. La estructura narrativa se asocia con mayores niveles de habilidad narrativa y de identificación de valores/contravalores. En la segunda parte, fundamentada en el estudio realizado, se presentan las fases del proceso a seguir por los profesionales de la educación para promover que el alumnado elabore Relatos Personales Digitales (RDP) como medio para desarrollar las habilidades narrativas y la identificación de valores/contravalores.Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), EHU 13/65 Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), GIU 15/14 Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), UFI 11/04 Ministerio de Economía y Competitividad (Gobierno de España), BES-2015-071923 Fondo Social Europeo, BES-2015-07192

Marie Anne Paulze Lavoisier: unha descoñecida científica

[RESUMO] A contribución das mulleres á creación científica ao longo da historia da Humanidade non parece importante se consideramos o pouco que aparecen nos libros de texto; deste xeito, o alumnado non advertirá a existencia de mulleres que fixeron ou elaboraron leis ou teorías nas ciencias. Personaxes como: Hipatia de Alejandría, Hildegarda de Birgen, Caroline Herschel, María Cunitz, Marie Orr Evershed, Augusta Ada Byron, María Montagu, María Agnesi, Sophía Germain, Sonya Kovalevski, María Goeppter Mayer, Rosalin Franklin, Lise Meitner,..., son descoñecidas do gran público. Incluso aquelas que resultan ser coñecidas, como Irene ou Marie Curie, tampouco foron dabondo valoradas. Para recuperar estas mulleres científicas do silencio e do esquecemento e facelas visibles debemos sacar á luz as súas achegas. Este é o caso da protagonista da nosa comunicación. Marie-Anne Pierrette Paulze, que nos libros aparece como a esposa de Lavoisier, pero non como unha persoa con coñecementos científicos profundos como esperamos amosar. Presentamos as súas no mundo da química, que practicaba xunto ao seu home, e a todos cantos científicos formaban o chamado grupo do Arsenal

Persistent Pulmonary Hypertension in Corrected Valvular Heart Disease: Hemodynamic Insights and Long‐Term Survival

Insuficiència cardíaca; Hipertensió pulmonar; Malaltia valvular cardíacaInsuficiencia cardiaca; Hipertensión pulmonar; Enfermedad valvular cardíacaHeart failure; Pulmonary hypertension; Valvular heart diseaseBackground The determinants and consequences of pulmonary hypertension after successfully corrected valvular heart disease remain poorly understood. We aim to clarify the hemodynamic bases and risk factors for mortality in patients with this condition. Methods and Results We analyzed long‐term follow‐up data of 222 patients with pulmonary hypertension and valvular heart disease successfully corrected at least 1 year before enrollment who had undergone comprehensive hemodynamic and imaging characterization as per the SIOVAC (Sildenafil for Improving Outcomes After Valvular Correction) clinical trial. Median (interquartile range) mean pulmonary pressure was 37 mm Hg (32–44 mm Hg) and pulmonary artery wedge pressure was 23 mm Hg (18–26 mm Hg). Most patients were classified either as having combined precapillary and postcapillary or isolated postcapillary pulmonary hypertension. After a median follow‐up of 4.5 years, 91 deaths accounted for 4.21 higher‐than‐expected mortality in the age‐matched population. Risk factors for mortality were male sex, older age, diabetes mellitus, World Health Organization functional class III and higher pulmonary vascular resistance—either measured by catheterization or approximated from ultrasound data. Higher pulmonary vascular resistance was related to diabetes mellitus and smaller residual aortic and mitral valve areas. In turn, the latter correlated with prosthetic nominal size. Six‐month changes in the composite clinical score and in the 6‐minute walk test distance were related to survival. Conclusions Persistent valvular heart disease–pulmonary hypertension is an ominous disease that is almost universally associated with elevated pulmonary artery wedge pressure. Pulmonary vascular resistance is a major determinant of mortality in this condition and is related to diabetes mellitus and the residual effective area of the corrected valve. These findings have important implications for individualizing valve correction procedures.This study was funded by the Instituto de Salud Carlos III, Ministerio de Ciencia e Innovación, Spain, the European Union–European Regional Development Fund (EC07/90772 and PI19/00649), and the Consorcio de Investigación Biomédica en Red de Enfermedades Cardiovasculares (CIBERCV)

Development of a micro-solid-phase extraction molecularly imprinted polymer technique for synthetic cannabinoids assessment in urine followed by liquid chromatography–tandem mass spectrometry

Several molecularly imprinted polymers (MIPs) have been synthesized for the first time using various synthetic cannabinoids (JWH007, JWH015 and JWH098) as template molecules. Ethylene dimethacrylate (EDMA) was used as a functional monomer for all cases. Similarly, divinylbenzene (DVB) and 2,2′-azobisisobutyronitrile (AIBN) were used as cross-linker and initiator, respectively. The prepared MIPs have been fully characterized and evaluated as new selective adsorbents for micro-solid phase extraction (μ-SPE) of synthetic cannabinoids in urine. The developed MIP-μ-SPE devices consisted of a polypropylene (PP) porous membrane containing the adsorbent (novel porous membrane protected micro-solid phase extraction based on a cone-shaped device) for operating in batch mode, which allowed a fast and integrated extraction-cleanup procedure. High performance liquid chromatography–tandem mass spectrometry (HPLC–MS/MS) was used for quantifying the analytes after MIP-μ-SPE. The best performances were obtained for MIPs prepared from JWH015 as a template. Optimum loading conditions were found to be urine pH of 5.0 and adsorption time of 8.0 min under mechanical (orbital-horizontal) stirring at 100 rpm. The composition of the eluting solution consisted of 75:20:5 heptane/2-propanol/ammonium hydroxide. The elution was assisted by ultrasounds (37 kHz, 325 W) for 8.0 min. In addition, studies regarding selectivity have also been addressed for several drugs of abuse under optimized loading/adsorption conditions. Validation of the method showed good precision and analytical recovery by intra-day and inter-day assays (RSD values lower than 7 and 10% for intra-day and inter-day precision, and within the 83–100% range for intra-day and inter-day analytical recovery)

Personal metaphors of psychopædagogy students on the teacher and learning

En este estudio se analizan las metáforas globales personales y emocionales sobre la figura del profesor y sobre el aprendizaje del alumnado. La muestra está formada por 45 estudiantes de la Licenciatura de Psicopedagogía de 5º año de la Facultad de Educación de la Universidad de Extremadura, durante el curso 2012/2013. El procedimiento de recogida de datos fue un cuestionario abierto. Para el análisis, las metáforas se encuadraron en las cuatro categorías de Leavy, McSorley y Boté (2007): conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Los resultados indican que existe coherencia entre las metáforas generales sobre el profesor y las del aprendizaje. En ambos casos el mayor número de metáforas pertenecen a la categoría cognitiva/ constructivista, y el menor a las situadas. En las emocionales el mayor número de metáforas del profesor pertenecen a la categoría autorreferenciada, seguidas de las cognitivas/constructivistas, invirtiéndose el orden de estas dos categorías para las metáforas emocionales sobre el aprendizaje.In this study the global and personal emotional metaphors about themselves as teachers and student learning are discussed. The sample consists of 45 students of Psychopedagogy degree in 5th year from the Faculty of Education, University of Extremadura, during the year 2012/2013. The method of data collection was an open questionnaire. For analysis, the metaphors are framed in the four categories of Leavy, McSorley and Boté (2007):transmissive behavioral, cognitive-constructivist, situated, and self-referential. The results indicate that there is coherence between general metaphors for the teacher and learning. In both cases the greatest number of metaphors belong to the cognitive / constructivist category, and situated at the lower. In the emotional the greatest number of metaphors belong to the self-referential category, followed by cognitive / constructivist, reversing the order of these two categories for emotional learning metaphors.peerReviewe

Effects of aging on the susceptibility to the toxic effects of cyclosporin A in rats. Changes in liver glutathione and antioxidant enzymes

[EN] Free radicals are involved in aging and cyclosporin A-induced toxicity. The age-related changes in the liver oxidative status of glutathione, lipid peroxidation, and the activity of the enzymatic antioxidant defense system, as well as the influence of aging on the susceptibility to the hepatotoxic effects of cyclosporin (CyA) were investigated in rats of different ages (1, 2, 4, and 24 months). The hepatic content of reduced glutathione (GSH) increased with aging, peaked at 4 months, and decreased in senescent rats. By contrast, glutathione disulfide (GSSG) and thiobarbituric acid-reactive substances (TBARS) concentrations and superoxide dismutase, catalase, and glutathione peroxidase activities were higher in the oldest than in the youngest rats. CyA treatment, besides inducing the well-known cholestatic syndrome, increased liver GSSG and TBARS contents and the GSSG/GSH molar ratio, and altered the nonenzymatic and enzymatic antioxidant defense systems. The CyA-induced cholestasis and hepatic depletion of GSH, and the increases in the GSSG/GSH ratio, and in GSSG and TBARS concentrations were higher in the older than the mature rats. Moreover, superoxide dismutase and catalase activities were found to be significantly decreased only in treated senescent rats. The higher CyA-induced oxidative stress, lipoperoxidation, and decreases in the antioxidant defense systems in the aged animals render them more susceptible to the hepatotoxic effects of cyclosporin. © 2001 Elsevier Science Inc

Glutathione Metabolism In Cyclosporine A‐Treated Rats: Dose‐ And Time‐Related Changes In Liver And Kidney

[EN] 1. We investigated the simultaneous effects of cyclosporine A (CsA) treatment in rats on glutathione metabolism, oxidative status and their interorgan relationship in the liver and kidney. 2. Reduced and oxidized glutathione (GSH and GSSG, respectively), lipid peroxidation and the activity of several enzymes of the glutathione cycle were evaluated in adult Wistar rats treated daily (i.p.) with saline, CsA vehicle (olive oil) or CsA (10 and 20 mg/kg per day) for either 1 or 4 weeks (short- and long-term treatments, respectively). 3. Cyclosporine A treatment elicited a significant depletion in liver GSH content and a decrease in the GSH/GSSG ratio that was unrelated to either the time of treatment or the dose used; these effects were already evident after I week of treatment. Renal GSH levels remained unaffected or increased, while those of GSSG increased markedly in all CsA-treated rats, leading to decreases in the GSH/GSSG ratio, except in rats treated in the short term with the lower dose of CsA. These changes in the GSH/GSSG ratio were time and dose dependent. Short-term CsA treatment using the higher dose and long-term treatment with both doses of CsA progressively enhanced lipid peroxidation, which was reflected by increased levels of thiobarbituric acid-reactive substances in both hepatic and renal homogenates. Hepatic γ-glutamylcysteine synthetase activity was increased after long-term treatment with both doses of CsA, whereas the activity of GSH hepatic peroxidase and GSH transferase was not significantly modified in any of the experimental groups. In contrast, renal γ-glutamyl transpeptidase activity decreased in a progressive fashion, with the magnitude of this decrease being dose and time dependent. The plasma levels of total glutathione increased only in rats treated in the long term, regardless of the dose of CsA used, and remained unaltered in animals treated in the short term. 4. In summary, the data collected indicate that CsA treatment alters the interorgan homeostasis of glutathione and the oxidative status of the rat liver and kidney, which is associated with increases in lipid peroxidation in both organs, and also induces modifications in the activity of some enzyme related to the glutathione cycle