Using task-based learning approach to foster oral production in 8° graders.

This research project is focused on the description and analysis of the processes of fostering oral abilities with the implementation of Task Based Learning using speaking techniques in interactive method with a story as a tool in eight graders students in a public school in Bogota. Thirteen students participated in the project for more than two months. Among the main sources to obtain data, questionnaires, researcher observations, students’ portfolios and students recording transcription were used. Through the data analysis it was revealed that students during this pedagogical implementation faced different aspects to improve their English level in class; to do it were used strategies and three techniques implemented in relation with activities such as: minimal responses, talk about English, picture activity-game, guessing activity-game and story activity-game

Using task-based learning approach to foster oral production in 8° graders.

This research project is focused on the description and analysis of the processes of fostering oral abilities with the implementation of Task Based Learning using speaking techniques in interactive method with a story as a tool in eight graders students in a public school in Bogota. Thirteen students participated in the project for more than two months. Among the main sources to obtain data, questionnaires, researcher observations, students’ portfolios and students recording transcription were used. Through the data analysis it was revealed that students during this pedagogical implementation faced different aspects to improve their English level in class; to do it were used strategies and three techniques implemented in relation with activities such as: minimal responses, talk about English, picture activity-game, guessing activity-game and story activity-game

Use of neurolinguistics on EFL learning process through peisprogram with young learners.

Neurolinguistic is referred to the relation between the brain and the way that it receives the language, understanding that the brain has 6 areas in which it works in order to acquire, process, and communicate the language, each area has a specific function that allows the acquisition of English as foreign language, using a variety of strategies and activities that help the brain to stimulate the individual in order to be involved into the development of the language. This study reports the findings of how neurolinguistic foster the learning of a foreign language through the Program of Integral Education Seduc (PEIS) as a strategy for teaching preschoolers in CONALDI School, using activities that allowed the English learning process on each student and helped them to acquire a new language. Field notes, diaries, video recordings and teacher insights were used as data collection instruments. Findings suggest that working with PEIS program can be useful for kindergarten grade, but always thinking about Colombian context. Therefore, through PEIS program and the use of Neurolinguistic teachers can consider when adapting their classes, also teachers can have an idea about how students can learn using different methods and strategies that PEIS program brings

Pulmonary rehabilitation programs for patients with COPD

Pulmonary rehabilitation programs are aimed at providing benefits to COPD patients, in various aspects. Our objective was to review the literature on COPD patient rehabilitation. This systematic review involved articles written in English, Spanish, or Portuguese; published between 2005 and 2009; and indexed in national and international databases. Articles were classified in accordance with the Global Initiative for Chronic Obstructive Lung Disease criteria for the determination of the level of scientific evidence (grade of recommendation A, B, or C). The outcome measures were exercise, quality of life, symptoms, exacerbations, mortality, and pulmonary function. Treatments were classified as standard rehabilitation, partial rehabilitation, strength exercises, and resistance exercises. Of the 40 articles selected, 4, 18, and 18 were classified as grades A, B, and C, respectively. Of the 181 analyses made in these articles, 61, 50, 23, 23, 20, and 4, respectively, were related to the outcome measures quality of life, exercise, symptoms, exacerbations, pulmonary function, and mortality. The standard rehabilitation programs showed positive effects on all of the outcomes evaluated, except for mortality (because of the small number of analyses). However, we found no differences among the various rehabilitation programs regarding their effects on the outcomes studied. Rehabilitation programs can be considered important tools for the treatment of COPD. Therefore, health administrators should implement public policies including such programs in the routine of health care facilities.Programas de reabilitação pulmonar visam à melhora do paciente com DPOC em vários aspectos. Esta revisão teve como objetivo avaliar a literatura sobre reabilitação em pacientes com DPOC. Foi realizada uma revisão sistemática incluindo artigos publicados entre 2005 e 2009, indexados em bases de dados nacionais e internacionais e escritos em inglês, espanhol ou português. Os artigos foram classificados segundo o critério da Global Initiative for Chronic Obstructive Lung Disease para nível de evidência científica (grau de recomendação A, B e C). Os desfechos exercício, qualidade de vida, sintomas, exacerbações, mortalidade e função pulmonar foram pesquisados. Os tratamentos foram classificados como reabilitação padrão, reabilitação parcial, exercícios de força e exercícios de resistência. Dos 40 artigos selecionados, 4, 18 e 18 foram classificados com graus A, B e C, respectivamente. Das 181 análises oriundas desses artigos, 61, 50, 23, 23, 20 e 4, respectivamente, foram relacionadas aos desfechos qualidade de vida, exercício, sintomas, exacerbação, função pulmonar e mortalidade. Em todos os desfechos avaliados, os programas de reabilitação padrão tiveram efeitos positivos sobre os desfechos estudados, exceto para mortalidade pelo reduzido número de análises. Entretanto, não foram verificadas diferenças nos efeitos sobre os desfechos estudados quando os diferentes programas de reabilitação foram comparados. Programas de reabilitação pulmonar podem ser considerados importantes ferramentas no arsenal do tratamento da DPOC, merecendo atenção dos gestores em saúde para a implementação de políticas públicas que os incluam como rotina nos serviços de saúde.Universidade Federal de Pelotas Faculdade de Medicina Departamento de Clínica MédicaUniversidade Federal do Rio Grande do Sul Faculdade de Medicina Departamento de Medicina InternaUniversidade Federal de São Paulo (UNIFESP)Universidade Federal de Santa Catarina Departamento de NutriçãoFundação Universidade Federal do Rio Grande Instituto de Ciências Humanas e da InformaçãoUniversidade Federal de Pelotas Escola Superior de Educação FísicaUNIFESPSciEL

Innovación en las enseñanzas universitarias: experiencias presentadas en las III Jornadas de Innovación Educativa de la ULL

En este libro se recoge un conjunto de experiencias de innovación educativa desarrolladas en la ULL en el curso 2011-12. Se abordan distintos ámbitos y ramas del conocimiento, y ocupan temáticas variadas que han sido desarrolladas con rigor, y con un claro potencial para su extrapolación a efectos de la mejora educativa en el ámbito universitario. Esta publicación constituye una primera edición de una serie que irá recogiendo las experiencias de innovación educativa de la ULL. Este es un paso relevante para su impulso en nuestra institución, como lo es el de su vinculación con la investigación educativa, para potenciar su publicación en las revistas científicas en este ámbito cada vez más pujante y relevante para las universidades. Sobre todo representan el deseo y el compromiso del profesorado de la ULL para la mejora del proceso educativo mediante la investigación, la evaluación y la reflexión compartida de nuestras prácticas y planteamientos docentes

Treatment with tocilizumab or corticosteroids for COVID-19 patients with hyperinflammatory state: a multicentre cohort study (SAM-COVID-19)

Objectives: The objective of this study was to estimate the association between tocilizumab or corticosteroids and the risk of intubation or death in patients with coronavirus disease 19 (COVID-19) with a hyperinflammatory state according to clinical and laboratory parameters. Methods: A cohort study was performed in 60 Spanish hospitals including 778 patients with COVID-19 and clinical and laboratory data indicative of a hyperinflammatory state. Treatment was mainly with tocilizumab, an intermediate-high dose of corticosteroids (IHDC), a pulse dose of corticosteroids (PDC), combination therapy, or no treatment. Primary outcome was intubation or death; follow-up was 21 days. Propensity score-adjusted estimations using Cox regression (logistic regression if needed) were calculated. Propensity scores were used as confounders, matching variables and for the inverse probability of treatment weights (IPTWs). Results: In all, 88, 117, 78 and 151 patients treated with tocilizumab, IHDC, PDC, and combination therapy, respectively, were compared with 344 untreated patients. The primary endpoint occurred in 10 (11.4%), 27 (23.1%), 12 (15.4%), 40 (25.6%) and 69 (21.1%), respectively. The IPTW-based hazard ratios (odds ratio for combination therapy) for the primary endpoint were 0.32 (95%CI 0.22-0.47; p < 0.001) for tocilizumab, 0.82 (0.71-1.30; p 0.82) for IHDC, 0.61 (0.43-0.86; p 0.006) for PDC, and 1.17 (0.86-1.58; p 0.30) for combination therapy. Other applications of the propensity score provided similar results, but were not significant for PDC. Tocilizumab was also associated with lower hazard of death alone in IPTW analysis (0.07; 0.02-0.17; p < 0.001). Conclusions: Tocilizumab might be useful in COVID-19 patients with a hyperinflammatory state and should be prioritized for randomized trials in this situatio

Albiglutide and cardiovascular outcomes in patients with type 2 diabetes and cardiovascular disease (Harmony Outcomes): a double-blind, randomised placebo-controlled trial

Background: Glucagon-like peptide 1 receptor agonists differ in chemical structure, duration of action, and in their effects on clinical outcomes. The cardiovascular effects of once-weekly albiglutide in type 2 diabetes are unknown. We aimed to determine the safety and efficacy of albiglutide in preventing cardiovascular death, myocardial infarction, or stroke. Methods: We did a double-blind, randomised, placebo-controlled trial in 610 sites across 28 countries. We randomly assigned patients aged 40 years and older with type 2 diabetes and cardiovascular disease (at a 1:1 ratio) to groups that either received a subcutaneous injection of albiglutide (30–50 mg, based on glycaemic response and tolerability) or of a matched volume of placebo once a week, in addition to their standard care. Investigators used an interactive voice or web response system to obtain treatment assignment, and patients and all study investigators were masked to their treatment allocation. We hypothesised that albiglutide would be non-inferior to placebo for the primary outcome of the first occurrence of cardiovascular death, myocardial infarction, or stroke, which was assessed in the intention-to-treat population. If non-inferiority was confirmed by an upper limit of the 95% CI for a hazard ratio of less than 1·30, closed testing for superiority was prespecified. This study is registered with ClinicalTrials.gov, number NCT02465515. Findings: Patients were screened between July 1, 2015, and Nov 24, 2016. 10 793 patients were screened and 9463 participants were enrolled and randomly assigned to groups: 4731 patients were assigned to receive albiglutide and 4732 patients to receive placebo. On Nov 8, 2017, it was determined that 611 primary endpoints and a median follow-up of at least 1·5 years had accrued, and participants returned for a final visit and discontinuation from study treatment; the last patient visit was on March 12, 2018. These 9463 patients, the intention-to-treat population, were evaluated for a median duration of 1·6 years and were assessed for the primary outcome. The primary composite outcome occurred in 338 (7%) of 4731 patients at an incidence rate of 4·6 events per 100 person-years in the albiglutide group and in 428 (9%) of 4732 patients at an incidence rate of 5·9 events per 100 person-years in the placebo group (hazard ratio 0·78, 95% CI 0·68–0·90), which indicated that albiglutide was superior to placebo (p&lt;0·0001 for non-inferiority; p=0·0006 for superiority). The incidence of acute pancreatitis (ten patients in the albiglutide group and seven patients in the placebo group), pancreatic cancer (six patients in the albiglutide group and five patients in the placebo group), medullary thyroid carcinoma (zero patients in both groups), and other serious adverse events did not differ between the two groups. There were three (&lt;1%) deaths in the placebo group that were assessed by investigators, who were masked to study drug assignment, to be treatment-related and two (&lt;1%) deaths in the albiglutide group. Interpretation: In patients with type 2 diabetes and cardiovascular disease, albiglutide was superior to placebo with respect to major adverse cardiovascular events. Evidence-based glucagon-like peptide 1 receptor agonists should therefore be considered as part of a comprehensive strategy to reduce the risk of cardiovascular events in patients with type 2 diabetes. Funding: GlaxoSmithKline

Espacio y territorios: razón, pasión e imaginarios

En este caleidoscopio de acercamientos hacia lo espacial y territorial, las visiones se mueven desde aquellas románticas y existencialistas, pasando por aquellas objetivistas y positivistas, hasta las estructuralistas y postestructuralistas. Por el espacio y el territorio se interesan con enfoques diversos numerosas disciplinas, desde la psicología, la etología o la literatura, y las ciencias naturales como la biología o la ecología, hasta las ciencias sociales y políticas, como la geografía, la antropología, la economía y la sociología. Este interés multidisciplinario demuestra la importancia y la complejidad del tema espacial y territorial, y reclama la necesidad de su estudio y comprensión interdisciplinarios, como se intenta con esta publicación

Digital Storytelling: Boosting Literacy Practices in Students at A1-Level

This article describes the implementation of digital storytelling in an English language class of eleventh graders at a private school in Mosquera, Colombia. It is a descriptive qualitative study, carried out for about six months by using digital tools to foster language production in the language learners. The implementation contained digital storytelling as a pedagogical strategy for developing the writing literacy practice. The personal stories and media literacy allowed the participants to combine both narratives and digital elements when writing in English in a collaborative work-group in which they co-constructed their stories. The data collected was analyzed by using ATLAS ti. Open questions looked for information about the writing process and the digital tools implemented when creating the stories. The findings revealed that the participants developed writing and speaking manners while assuming different roles. In addition, the digitalization of stories strengthened their multi-literacies. The participants’ recordings of their voices helped them improve their oral production without worrying about their classmates’ opinion. Finally, negotiation in the group roles, as writer, designer and media creator, played an important role when working in groups.El presente artículo evidencia los resultados de un proyecto de investigación desarrollado en un colegio privado del municipio de Mosquera (Colombia) en el que los estudiantes de grado once fueron los participantes. El estudio cualitativo descriptivo tomó seis meses de implementación y tuvo como base el uso de herramientas digitales para fomentar el aprendizaje del inglés como lengua extranjera. Se utilizó la creación de historias digitales como la herramienta pedagógica para desarrollar su competencia literaria en escritura; esto se debió a que esta herramienta permitía a los estudiantes combinar la narrativa con la tecnología en un idioma extranjero. Además de las ventajas ya mencionadas, se debe decir que los estudiantes trabajaron en grupo en la construcción de historias. Los instrumentos utilizados para la recolección de datos fueron documentos, entrevistas y productos de los estudiantes. Los resultados de la investigación revelan que los participantes desarrollaron las habilidades de escritura y producción oral de una manera colaborativa. El investigador creó preguntas abiertas con la finalidad de obtener información acerca del proceso de escritura y el uso de las herramientas digitales. Luego de la recolección de la información, esta fue analizada en el programa ATLAS ti y los resultados muestran que los estudiantes, al crear historias digitales, mejoraron sus competencias lectoescritoras multimodales, y al grabar sus voces mejoraron su producción oral y confianza. Finalmente, es importante mencionar que la toma de decisiones en conjunto es clave para este trabajo en términos de los roles que cada uno cumplía, como el que escribía la historia, el que diseñaba y el que finalmente le agregaba lo audiovisual

Digital Storytelling: Boosting Literacy Practices in Students at A1-Level

This article describes the implementation of digital storytelling in an English language class of eleventh graders at a private school in Mosquera, Colombia. It is a descriptive qualitative study, carried out for about six months by using digital tools to foster language production in the language learners. The implementation contained digital storytelling as a pedagogical strategy for developing the writing literacy practice. The personal stories and media literacy allowed the participants to combine both narratives and digital elements when writing in English in a collaborative work-group in which they co-constructed their stories. The data collected was analyzed by using ATLAS ti. Open questions looked for information about the writing process and the digital tools implemented when creating the stories. The findings revealed that the participants developed writing and speaking manners while assuming different roles. In addition, the digitalization of stories strengthened their multi-literacies. The participants’ recordings of their voices helped them improve their oral production without worrying about their classmates’ opinion. Finally, negotiation in the group roles, as writer, designer and media creator, played an important role when working in groups.El presente artículo evidencia los resultados de un proyecto de investigación desarrollado en un colegio privado del municipio de Mosquera (Colombia) en el que los estudiantes de grado once fueron los participantes. El estudio cualitativo descriptivo tomó seis meses de implementación y tuvo como base el uso de herramientas digitales para fomentar el aprendizaje del inglés como lengua extranjera. Se utilizó la creación de historias digitales como la herramienta pedagógica para desarrollar su competencia literaria en escritura; esto se debió a que esta herramienta permitía a los estudiantes combinar la narrativa con la tecnología en un idioma extranjero. Además de las ventajas ya mencionadas, se debe decir que los estudiantes trabajaron en grupo en la construcción de historias. Los instrumentos utilizados para la recolección de datos fueron documentos, entrevistas y productos de los estudiantes. Los resultados de la investigación revelan que los participantes desarrollaron las habilidades de escritura y producción oral de una manera colaborativa. El investigador creó preguntas abiertas con la finalidad de obtener información acerca del proceso de escritura y el uso de las herramientas digitales. Luego de la recolección de la información, esta fue analizada en el programa ATLAS ti y los resultados muestran que los estudiantes, al crear historias digitales, mejoraron sus competencias lectoescritoras multimodales, y al grabar sus voces mejoraron su producción oral y confianza. Finalmente, es importante mencionar que la toma de decisiones en conjunto es clave para este trabajo en términos de los roles que cada uno cumplía, como el que escribía la historia, el que diseñaba y el que finalmente le agregaba lo audiovisual