Critical analysis and digital literacy in learning social psychology

[EN] This paper presents a teaching experience in social psychology learning, aimed at students’ acquisition of critical analysis and digital literacy competences at the University of Barcelona. The methodology consisted of asking each student to answer to a socially relevant question, by means of (a) identifying key underlying psychosocial processes and (b) searching for adequate keywords in scientific databases such as PsycNet and Sociological Abstracts, in order to (c) select and critically compare two relevant articles that could answer this question. The acquisition of these competences was assessed with a rubric and related questions in the final exam. Results indicated both the effectiveness of this approach to teach competences in digital literacy and critical analysis through motivating questions, and the translation of these competences in other situations. This approach also showed to be more effective in teaching these ompetences than only giving lectures. This methodology is promising, as it provides an answer to how to give future professionals competences in answering effectively and rigorously to socially relevant problems in the Information Society.González-Conde, J.; Codina, N.; Valenzuela, R.; Pestana, J. (2017). Critical analysis and digital literacy in learning social psychology. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1052-1059. https://doi.org/10.4995/HEAD17.2017.55131052105

Is student procrastination related to controlling teacher behaviours?

[EN] Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.Valenzuela, R.; Codina, N.; Pestana, J.; González-Conde, J. (2017). Is student procrastination related to controlling teacher behaviours?. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1130-1137. https://doi.org/10.4995/HEAD17.2017.5530OCS1130113

Nonexistence of almost Moore digraphs of diameter four

Regular digraphs of degree d > 1, diameter k > 1 and order N(d; k) = d+ +dk will be called almost Moore (d; k)-digraphs. So far, the problem of their existence has only been solved when d = 2; 3 or k = 2; 3. In this paper we prove that almost Moore digraphs of diameter 4 do not exist for any degree dPostprint (published version

Relations between student procrastination and teaching styles: autonomy-supportive and controlling

Procrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences). Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyse whether contextual influences may prevent or promote dysregulation processes associated with procrastination are scarce. According to Self-Determination Theory, contextual influences can facilitate self-regulated motivation (e.g. autonomous pursuit of interests or personal goals), if teaching style is autonomy-supportive and guarantees the satisfaction of students' basic psychological needs for perceived competence, autonomy and relatedness. Contrariwise, school context can also impede the development of autonomous motivation if teachers frustrate the satisfaction of their students' psychological needs by recurring to controlling teaching behaviours, such as controlling use of reward , negative conditional regard, excessive personal control, or intimidation. The goal of the present study was to assess the relations between controlling and autonomy-supportive teaching behaviours, psychological needs satisfaction (of the needs for competence, autonomy, and relatedness), and four distinct measures of procrastination: general procrastination, decisional procrastination, procrastination linked to task avoidance and pure procrastination. Data based on public university undergraduate students (N = 672) shows that controlling teaching behaviours are associated negatively with psychological needs satisfaction and positively with procrastination. Contrariwise, autonomy-supportive teaching behaviours are positively associated with psychological needs satisfaction and negatively with procrastination.. The data obtained is useful for suggesting new lines of research to study the link between contextual influences and the prevention of academic procrastination in view of Self-Determination Theory. Also, our results suggest new pedagogical approaches where teachers can create contextual conditions that help to prevent or reduce procrastinating tendencies

Stratifying diffuse large B-cell lymphoma patients treated with chemoimmunotherapy: GCB/non-GCB by immunohistochemistry is still a robust and feasible marker

Diffuse large B cell lymphoma (DLBCL) is a heterogeneous group of aggressive lymphomas that can be classified into three molecular subtypes by gene expression profiling (GEP): GCB, ABC and unclassified. Immunohistochemistry-based cell of origin (COO) classification, as a surrogate for GEP, using three available immunohistochemical algorithms was evaluated in TMA-arranged tissue samples from 297 patients with de novo DLBCL treated by chemoimmunotherapy (R-CHOP and R-CHOP-like regimens). Additionally, the prognostic impacts of MYC, BCL2, IRF4 and BCL6 abnormalities detected by FISH, the relationship between the immunohistochemical COO classification and the immunohistochemical expression of MYC, BCL2 and pSTAT3 proteins and clinical data were evaluated. In our series, non-GCB DLBCL patients had significantly worse progression-free survival (PFS) and overall survival (OS), as calculated using the Choi, Visco-Young and Hans algorithms, indicating that any of these algorithms would be appropriate for identifying patients who require alternative therapies to R-CHOP. Whilst MYC abnormalities had no impact on clinical outcome in the non-GCB subtype, those patients with isolated MYC rearrangements and a GCB-DLBCL phenotype had worse PFS and therefore might benefit from novel treatment approaches

Molecular profiling of immunoglobulin heavy-chain gene rearrangements unveils new potential prognostic markers for multiple myeloma patients

Multiple myeloma is a heterogeneous disease whose pathogenesis has not been completely elucidated. Although B-cell receptors play a crucial role in myeloma pathogenesis, the impact of clonal immunoglobulin heavy-chain features in the outcome has not been extensively explored. Here we present the characterization of complete heavy-chain gene rearrangements in 413 myeloma patients treated in Spanish trials, including 113 patients characterized by next-generation sequencing. Compared to the normal B-cell repertoire, gene selection was biased in myeloma, with significant overrepresentation of IGHV3, IGHD2 and IGHD3, as well as IGHJ4 gene groups. Hypermutation was high in our patients (median: 8.8%). Interestingly, regarding patients who are not candidates for transplantation, a high hypermutation rate (≥7%) and the use of IGHD2 and IGHD3 groups were associated with improved prognostic features and longer survival rates in the univariate analyses. Multivariate analysis revealed prolonged progression-free survival rates for patients using IGHD2/IGHD3 groups (HR: 0.552, 95% CI: 0.361−0.845, p = 0.006), as well as prolonged overall survival rates for patients with hypermutation ≥7% (HR: 0.291, 95% CI: 0.137−0.618, p = 0.001). Our results provide new insights into the molecular characterization of multiple myeloma, highlighting the need to evaluate some of these clonal rearrangement characteristics as new potential prognostic markers

Fomentar el raonament crític i analític en el treball individual i grupal en l’alumnat de Psicologia

Donada la pluralitat d’opcions teòriques, metodològiques i d’intervenció en l’àrea psicosocial, aquest àmbit requereix de professionals amb competències d’anàlisi, reflexió crítica i treball en equip. En els actuals estudis de grau de Psicologia, la primera d’aquestes competències està present en 4 assignatures obligatòries de l’àmbit de la psicologia social i, la segona, en 2. Malgrat tot, en la pràctica docent, ambdues es retroalimenten, ja que el raonament analític i crític es nodreix del diàleg en el treball en equip i a la inversa. A partir d’aquí, l’objectiu del present projecte ha sigut, a través de les diferents assignatures obligatòries, desenvolupar una seqüència coordinada d’activitats formatives per millorar l’assoliment d’aquelles competències i posar en pràctica uns sistemes d’avaluació de les mateixes. A l’hora de redactar el projecte es preveia introduir unes practiques docents que de manera seqüenciada l’alumnat donés mostres de les competències assolides en termes de raonament crític i treball en grup. Els resultats aconseguits responen a los objectius plantejats tot i que d’acord amb les noves practiques i eines docents s’han d’anar any darrera any adaptant a les noves realitats.Vicerectorat de Política Docent i PMI

Single nucleotide variations in ZBTB46 are associated with post-thrombolytic parenchymal haematoma

Haemorrhagic transformation is a complication of recombinant tissue-plasminogen activator treatment. The most severe form, parenchymal haematoma, can result in neurological deterioration, disability, and death. Our objective was to identify single nucleotide variations associated with a risk of parenchymal haematoma following thrombolytic therapy in patients with acute ischaemic stroke. A fixed-effect genome-wide meta-analysis was performed combining two-stage genome-wide association studies (n = 1904). The discovery stage (three cohorts) comprised 1324 ischaemic stroke individuals, 5.4% of whom had a parenchymal haematoma. Genetic variants yielding a P-value < 0.05 1 x 10(-5) were analysed in the validation stage (six cohorts), formed by 580 ischaemic stroke patients with 12.1% haemorrhagic events. All participants received recombinant tissue-plasminogen activator; cases were parenchymal haematoma type 1 or 2 as defined by the European Cooperative Acute Stroke Study (ECASS) criteria. Genome-wide significant findings (P < 5 x 10(-8)) were characterized by in silica functional annotation, gene expression, and DNA regulatory elements. We analysed 7 989 272 single nucleotide polymorphisms and identified a genome-wide association locus on chromosome 20 in the discovery cohort; functional annotation indicated that the ZBTB46 gene was driving the association for chromosome 20. The top single nucleotide polymorphism was rs76484331 in the ZBTB46 gene [P = 2.49 x 10(-8); odds ratio (OR): 11.21; 95% confidence interval (CI): 4.82-26.55]. In the replication cohort (n = 580), the rs76484331 polymorphism was associated with parenchymal haematoma (P = 0.01), and the overall association after meta-analysis increased (P = 1.61 x 10(-8), OR: 5.84; 95% CI: 3.16-10.76). ZBTB46 codes the zinc finger and BTB domain-containing protein 46 that acts as a transcription factor. In silica studies indicated that ZBTB46 is expressed in brain tissue by neurons and endothelial cells. Moreover, rs76484331 interacts with the promoter sites located at 20q13. In conclusion, we identified single nucleotide variants in the ZBTB46 gene associated with a higher risk of parenchymal haematoma following recombinant tissue-plasminogen activator treatment.Peer reviewe

Genetic Variants in CETP Increase Risk of Intracerebral Hemorrhage

OBJECTIVE: In observational epidemiologic studies, higher plasma high-density lipoprotein cholesterol (HDL-C) has been associated with increased risk of intracerebral hemorrhage (ICH). DNA sequence variants that decrease cholesteryl ester transfer protein (CETP) gene activity increase plasma HDL-C; as such, medicines that inhibit CETP and raise HDL-C are in clinical development. Here, we test the hypothesis that CETP DNA sequence variants associated with higher HDL-C also increase risk for ICH.METHODS: We performed 2 candidate-gene analyses of CETP. First, we tested individual CETP variants in a discovery cohort of 1,149 ICH cases and 1,238 controls from 3 studies, followed by replication in 1,625 cases and 1,845 controls from 5 studies. Second, we constructed a genetic risk score comprised of 7 independent variants at the CETP locus and tested this score for association with HDL-C as well as ICH risk.RESULTS: Twelve variants within CETP demonstrated nominal association with ICH, with the strongest association at the rs173539 locus (odds ratio [OR] = 1.25, standard error [SE] = 0.06, p = 6.0 × 10(-4) ) with no heterogeneity across studies (I(2) = 0%). This association was replicated in patients of European ancestry (p = 0.03). A genetic score of CETP variants found to increase HDL-C by ∼2.85mg/dl in the Global Lipids Genetics Consortium was strongly associated with ICH risk (OR = 1.86, SE = 0.13, p = 1.39 × 10(-6) ).INTERPRETATION: Genetic variants in CETP associated with increased HDL-C raise the risk of ICH. Given ongoing therapeutic development in CETP inhibition and other HDL-raising strategies, further exploration of potential adverse cerebrovascular outcomes may be warranted. Ann Neurol 2016;80:730-740

The evolution of the ventilatory ratio is a prognostic factor in mechanically ventilated COVID-19 ARDS patients

Background: Mortality due to COVID-19 is high, especially in patients requiring mechanical ventilation. The purpose of the study is to investigate associations between mortality and variables measured during the first three days of mechanical ventilation in patients with COVID-19 intubated at ICU admission. Methods: Multicenter, observational, cohort study includes consecutive patients with COVID-19 admitted to 44 Spanish ICUs between February 25 and July 31, 2020, who required intubation at ICU admission and mechanical ventilation for more than three days. We collected demographic and clinical data prior to admission; information about clinical evolution at days 1 and 3 of mechanical ventilation; and outcomes. Results: Of the 2,095 patients with COVID-19 admitted to the ICU, 1,118 (53.3%) were intubated at day 1 and remained under mechanical ventilation at day three. From days 1 to 3, PaO2/FiO2 increased from 115.6 [80.0-171.2] to 180.0 [135.4-227.9] mmHg and the ventilatory ratio from 1.73 [1.33-2.25] to 1.96 [1.61-2.40]. In-hospital mortality was 38.7%. A higher increase between ICU admission and day 3 in the ventilatory ratio (OR 1.04 [CI 1.01-1.07], p = 0.030) and creatinine levels (OR 1.05 [CI 1.01-1.09], p = 0.005) and a lower increase in platelet counts (OR 0.96 [CI 0.93-1.00], p = 0.037) were independently associated with a higher risk of death. No association between mortality and the PaO2/FiO2 variation was observed (OR 0.99 [CI 0.95 to 1.02], p = 0.47). Conclusions: Higher ventilatory ratio and its increase at day 3 is associated with mortality in patients with COVID-19 receiving mechanical ventilation at ICU admission. No association was found in the PaO2/FiO2 variation