Estrategias de lectura en inglés en alumnado AICLE e ILE de educación primaria: un estudio longitudinal

502 p.Esta tesis doctoral trata sobre la enseñanza-aprendizaje de estrategias de lectura en inglés en Educación Primaria (EP) en tres contextos educativos: un contexto trilingüe de aprendizaje integrado de contenidos en lengua extranjera (AICLE) en el País Vasco, un contexto bilingüe AICLE y un contexto de aprendizaje de inglés como lengua extranjera (ILE), estos dos últimos en Cantabria. Además, analiza la influencia que tiene la instrucción estratégica en lectura en una serie de variables, que incluyen la comprensión lectora en general, la conciencia metacognitiva, el conocimiento y uso de estrategias por parte del alumnado, la influencia de la instrucción estratégica en lectura en el resto de destrezas, y la motivación y actitud hacia las lenguas.Para llevar a cabo la investigación, diseñamos un entrenamiento estratégico-metacognitivo de lectura en inglés y lo aplicamos a los tres contextos educativos con un grupo experimental, frente a un grupo control, durante los dos últimos cursos de EP. El análisis de los resultados demostró que el entrenamiento es altamente efectivo en los tres contextos educativos, y que esos beneficios se mantienen longitudinalmente, siendo el grupo ILE el que más se beneficia de la instrucción estratégica. Además, apreciamos cómo la instrucción estratégica influye de forma significativa en algunas variables, como es la comprensión lectora en general o la conciencia metacognitiva, aunque no de forma tan clara en otros aspectos tales como el uso de estrategias, en las destrezas productivas o la motivación. Esta investigación confirma la importancia de incluir un programa de instrucción estratégica en el aula por los beneficios que aporta, sea cual sea el contexto educativo en el que se implante

Estrategias de lectura en inglés en alumnado AICLE e ILE de educación primaria: un estudio longitudinal

502 p.Esta tesis doctoral trata sobre la enseñanza-aprendizaje de estrategias de lectura en inglés en Educación Primaria (EP) en tres contextos educativos: un contexto trilingüe de aprendizaje integrado de contenidos en lengua extranjera (AICLE) en el País Vasco, un contexto bilingüe AICLE y un contexto de aprendizaje de inglés como lengua extranjera (ILE), estos dos últimos en Cantabria. Además, analiza la influencia que tiene la instrucción estratégica en lectura en una serie de variables, que incluyen la comprensión lectora en general, la conciencia metacognitiva, el conocimiento y uso de estrategias por parte del alumnado, la influencia de la instrucción estratégica en lectura en el resto de destrezas, y la motivación y actitud hacia las lenguas.Para llevar a cabo la investigación, diseñamos un entrenamiento estratégico-metacognitivo de lectura en inglés y lo aplicamos a los tres contextos educativos con un grupo experimental, frente a un grupo control, durante los dos últimos cursos de EP. El análisis de los resultados demostró que el entrenamiento es altamente efectivo en los tres contextos educativos, y que esos beneficios se mantienen longitudinalmente, siendo el grupo ILE el que más se beneficia de la instrucción estratégica. Además, apreciamos cómo la instrucción estratégica influye de forma significativa en algunas variables, como es la comprensión lectora en general o la conciencia metacognitiva, aunque no de forma tan clara en otros aspectos tales como el uso de estrategias, en las destrezas productivas o la motivación. Esta investigación confirma la importancia de incluir un programa de instrucción estratégica en el aula por los beneficios que aporta, sea cual sea el contexto educativo en el que se implante

COMPARACIÓN DE LOS BENEFICIOS DE UN ENTRENAMIENTO ESTRATÉGICO-METACOGNITIVO ENTRE ALUMNADO AICLE E ILE DE EDUCACIÓN PRIMARIA

Strategy instruction is a fundamental part of the language learning curriculum. Several studies (Wenden & Rubin, 1987; O’Malley & Chamot, 1990; Chamot & O’Malley, 1994; Cohen & Macaro, 2007; Chamot, 2008; Cohen, 2011, among others) have shown that the use of learning strategies produces a positive effect on learners’ achievement, although the field has not been without controversy (Rees-Miller, 1993; Dörnyei y Skehan, 2003; Dörnyei, 2005; Manchón, 2008; Macaro, 2006, 2007, 2010). Thus, the  aim of this study is to investigate the effects of a metacognitive reading strategy training in two educational contexts, CLIL and EFL, and reflect on how learners can benefit from this learning approach. Participants (N = 145) came from six intact classes from two different schools in Santander, Cantabria, a community in the north of Spain. One of the schools followed a CLIL methodology and the other did not. The experimental groups in both schools underwent a seven-week metacognitive reading training programme developed by the research team, following the model proposed by Macaro (2001) that focuses on metacognitive awareness. Control groups continued with regular classes. Pre-tests and post-tests were carried out for both control and experimental groups. As hypothesized, results indicate that those students (CLIL and EFL) that followed the strategic training obtained better scores on the metacognitive reading task than their control groups, but with no significant differences between both educational approaches (CLIL and EFL) even though the experimental CLIL group outperform the experimental EFL group. This leads us to the conclusion that this type of training is effective in both educational contexts and highlights the importance of the metacognitive teaching approach to improve reading comprehension in second language classes. La instrucción estratégica es una parte fundamental del currículo de lenguas extranjeras. Varios estudios (Wenden & Rubin, 1987; O’Malley & Chamot, 1990; Chamot & O’Malley, 1994; Cohen & Macaro, 2007; Chamot, 2008; Cohen, 2011, entre otros) han demostrado que el uso de las estrategias de aprendizaje produce un efecto positivo en el éxito de los hablantes aunque este campo no ha estado exento de controversia (Rees-Miller, 1993; Dörnyei y Skehan, 2003; Dörnyei, 2005; Manchón, 2008; Macaro, 2006, 2007, 2010). Este estudio investiga el efecto de un entrenamiento estratégico de lectura en inglés en dos contextos educativos: AICLE (Aprendizaje integrado de contenido y lengua) e ILE (Inglés lengua extranjera) y reflexiona sobre cómo los aprendices de lenguas pueden beneficiarse de esta aproximación didáctica. Los participantes (N = 145) provienen de seis clases de dos colegios de Santander, Cantabria, una comunidad del norte de España. Una de los colegios seguía una  metodología AICLE y, el otro, no. Los grupos experimentales en ambos colegios siguieron un entrenamiento metacognitivo de estrategias de lectura diseñado siguiendo el modelo de Macaro (2001) que se centra en la conciencia metacognitiva. Los grupos controles continuaron con las clases normales. Todos los grupos realizaron pre-tests y post-tests. Los resultados demuestran que aquellos alumnos (AICLE e ILE) que siguieron el entrenamiento estratégico obtuvieron mejores resultados en la prueba metacognitva. Sin embargo, aunque el grupo experimental AICLE superó al grupo experimental ILE, no se encontraron diferencias significativas entre ellos lo que nos lleva a concluir que este tipo de entrenamiento es efectivo en ambos contextos educativos y resalta la importancia de la aproximación metacognitiva para la mejora de la comprensión lectora en la clase de lenguas extranjeras.Strategy instruction is a fundamental part of the language learning curriculum. Several studies (Wenden & Rubin, 1987; O’Malley & Chamot, 1990; Chamot & O’Malley, 1994; Cohen & Macaro, 2007; Chamot, 2008; Cohen, 2011, among others) have shown that the use of learning strategies produces a positive effect on learners’ achievement, although the field has not been without controversy (Rees-Miller, 1993; Dörnyei y Skehan, 2003; Dörnyei, 2005; Manchón, 2008; Macaro, 2006, 2007, 2010). Thus, the  aim of this study is to investigate the effects of a metacognitive reading strategy training in two educational contexts, CLIL and EFL, and reflect on how learners can benefit from this learning approach. Participants (N = 145) came from six intact classes from two different schools in Santander, Cantabria, a community in the north of Spain. One of the schools followed a CLIL methodology and the other did not. The experimental groups in both schools underwent a seven-week metacognitive reading training programme developed by the research team, following the model proposed by Macaro (2001) that focuses on metacognitive awareness. Control groups continued with regular classes. Pre-tests and post-tests were carried out for both control and experimental groups. As hypothesized, results indicate that those students (CLIL and EFL) that followed the strategic training obtained better scores on the metacognitive reading task than their control groups, but with no significant differences between both educational approaches (CLIL and EFL) even though the experimental CLIL group outperform the experimental EFL group. This leads us to the conclusion that this type of training is effective in both educational contexts and highlights the importance of the metacognitive teaching approach to improve reading comprehension in second language classes

Could inhibition of metalloproteinases be used to block the process of metastasis?

Metastasis is a multisequential process that allows tumor cells to migrate to tissues distant from the primary tumor. Only a small number of cells escape from the primary tumor; however, the metastases generated are responsible for more than 90% of cancer deaths. Many metastatic processes initially require the total or partial start-up of a program for the transformation of tumor epithelial cells into mesenchymal cells (EMT). The launching of the EMT program is stimulated by cytokines and other elements produced by the diverse types of cells composing the tumor stroma. In parallel, a process of destabilization of the extracellular matrix (ECM) takes place by means of the synthesis of proteases of the matrix metalloproteinases (MMPs) family. EMC degradation allows the exportation of some tumor cells as mesenchymal cells to the circulatory system and their subsequent implantation in a tissue distant from the primary tumor. The blocking of these both processes appears as a hypothetical stop point in the metastatic mechanism. The present review deals with the different options to achieve the inhibition of MMPs, focusing on MMP7 as a target given its involvement in the metastatic processes of a wide variety of tumorsS

Why do you go to class? A study about english language learning motivation factors of students in a spanish University

ABSTRACT: Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is an important factor not only for our students but also for parents, instructors and editorials (Babaae, 2012). Moreover, Europe is moving into a multilingual society that requires second language teachers not simply to teach English, French or German but to develop a multilingual and multicultural conscience on students (Lorenzo, Trujillo & Vez, 2011). This data can shed light to the issue by explaining what motivates our students.RESUMEN: Gran parte de la investigación en la adquisición de segundas lenguas ha resaltado el papel de la motivación del alumnado como una importante variable individual para el éxito del aprendizaje (Gardner 2001, 2010, Dörnyei y Ushioda 2011, por ejemplo). El presente estudio reporta los factores de motivación de un grupo de alumnos y alumnas de inglés de la Universidad de Cantabria relacionados con su nivel, edad y sexo. Los resultados han sido recogidos a través de cuestionarios y tienen una gran importancia pedagógica ya que conocer la motivación tiene un papel crucial no solo para nuestro alumnado, sino también para padres y madres, profesorado y editoriales (Babaae, 2012). Además, no hay que olvidar que, con los cambios que nos están llevando hacia una sociedad plurilingüe, el profesorado debe ampliar sus competencias docentes y dejar, por tanto, de enseñar solo inglés, francés o alemán, para pasar a desarrollar una conciencia plurilingüe y multicultural en su alumnado (Lorenzo, Trujillo & Vez, 2011). Estos datos pueden contribuir en gran medida a ello arrojando luz sobre qué motiva a nuestros estudiantes

Generation and proof-of-concept for allogeneic CD123 CAR-Delta One T (DOT) cells in acute myeloid leukemia

Background Chimeric antigen receptor (CAR)-T cells have emerged as a breakthrough treatment for relapse/refractory hematological tumors, showing impressive complete remission rates. However, around 50% of the patients relapse before 1-year post-treatment. T-cell 'fitness' is critical to prolong CAR-T persistence and activity. Allogeneic T cells from healthy donors are less dysfunctional or exhausted than autologous patientderived T cells; in this context, Delta One T cells (DOTs), a recently described cellular product based on MHC/ HLA-independent Vδ1+ γδ T cells, represent a promising allogeneic platform. Methods Here we generated and preclinically validated, for the first time, 4-1BB-based CAR-DOTs directed against the interleukin-3α chain receptor (CD123), a target antigen widely expressed on acute myeloid leukemia (AML) blasts. Results CD123CAR-DOTs showed vigorous, superior to control DOTs, cytotoxicity against AML cell lines and primary samples both in vitro and in vivo, even on tumor rechallenge. Conclusions Our results provide the proof-of-concept for a DOT-based next-generation allogeneic CAR-T therapy for AML

Anatomical Site, Typing, Virulence Gene Profiling, Antimicrobial Susceptibility and Resistance Genes of Streptococcus suis Isolates Recovered from Pigs in Spain

Copyright: © 2021 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 (https:// creativecommons.org/licenses/by/ 4.0/).[EN] A set of 207 Streptococcus suis isolates were collected from ten autonomous communities from Spain in 2019 to 2020 from pigs with meningitis, pneumonic lungs, arthritic joints or other swollen viscera, to a lesser extent. Thirteen capsular types were detected being the most prevalent serotype 2 (21.7%), followed by serotypes 1 (21.3%), 9 (19.3%) and 3 (6.3%). Serotypes 2 and 9 were recovered mainly from the central nervous system (CNS), while serotype 1 was isolated mostly from swollen joints and serotype 3 from the lungs. Twenty-five isolates (12.1%) could not be typed. The most prevalent pathotype was epf + mrp + sly + luxS (49 isolates, 23.8%), and it was related mainly to serotypes 1 and 2. Serotypes 1–3 and 9 were significantly associated with anatomical sites of isolation and virulence factors, serotype 9 (CNS) and serotypes 3 and 9 (lungs) being associated with virulence profiles without the epf gene. S. suis isolates showed globally high antimicrobial resistances, but ampicillin followed by spectinomycin and tiamulin resulted in the highest activities, while the greatest resistances were detected for sulphadimethoxine, tetracyclines, neomycin, clindamycin and macrolides. A total of 87.4% isolates were positive to the tetO gene, 62.4% to the ermB gene and 25.2% to the fexA gene, while 14.6% were positive to all three genes simultaneously. A significative association between isolate resistances to tetracyclines and macrolides and the resistance genes tested was established, except for phenicol resistance and the fexA gene. A set of 14 multiresistance patterns were obtained according to the number of antimicrobials to which the isolates were resistant, the resistances to 12 or more agents being the most prevalent ones. A remarkable amount of multiresistance profiles could be seen among the S. suis serotype 9 isolates.SIWe acknowledge Laboratorios SYVA for the assignment of the 207 S. suis isolates because they are property of this Spanish laboratory.This research was funded by the contract project called “Obtención y caracterización de aislados de Hameophilus parasuis y Streptococcus suis en gando porcino de Castilla y León para la realización de una autovacuna eficaz” (C-309), financed by Laboratorios SYVA S.A.U., León. M.P.R. was a recipient of a contract grant from this Spanish laboratory

Environmental DNA for freshwater fish monitoring: Insights for conservation within a protected area

Background Many fish species have been introduced in wild ecosystems around the world to provide food or leisure, deliberately or from farm escapes. Some of those introductions have had large ecological effects. The north American native rainbow trout (Oncorhynchus mykiss Walbaum, 1792) is one of the most widely farmed fish species in the world. It was first introduced in Spain in the late 19th century for sport fishing (Elvira 1995) and nowadays is used there for both fishing and aquaculture. On the other hand, the European native brown trout (Salmo trutta L.) is catalogued as vulnerable in Spain. Detecting native and invasive fish populations in ecosystem monitoring is crucial, but it may be difficult from conventional sampling methods such as electrofishing. These techniques encompass some mortality, thus are not adequate for some ecosystems as the case of protected areas. Environmental DNA (eDNA) analysis is a sensitive and non-invasive method that can be especially useful for rare and low-density species detection and inventory in water bodies. Methods In this study we employed two eDNA based methods (qPCR and nested PCR-RFLP) to detect salmonid species from mountain streams within a protected area, The Biosphere Reserve and Natural Park of Redes (Upper Nalón Basin, Asturias, Northern Spain), where brown trout is the only native salmonid. We also measured some habitat variables to see how appropriate for salmonids the area is. The sampling area is located upstream impassable dams and contains one rainbow trout fish farm. Results Employing qPCR methodology, brown trout eDNA was detected in all the nine sampling sites surveyed, while nested PCR-RFLP method failed to detect it in two sampling points. Rainbow trout eDNA was detected with both techniques at all sites in the Nalón River’ (n1, n2 and n3). Salmonid habitat units and water quality were high from the area studied. Discussion In this study, a high quantity of rainbow trout eDNA was found upstream and downstream of a fish farm located inside a Biosphere Reserve. Unreported escapes from the fish farm are a likely explanation of these results. Since salmonid habitat is abundant and the water quality high, the establishment of rainbow trout populations would be favored should escapes occur. Environmental DNA has here proved to be a valuable tool for species detection in freshwater environments, and the probe-based qPCR highly sensitive technique for detection of scarce species. We would recommend this method for routine monitoring and early detection of introduced species within natural reserves

Aplicación de herramientas de realidad virtual en el aprendizaje de Anatomía en Ciencias de la salud

[ES] En este proyecto de Innovación Docente pretendemos diseñar, implementar y evaluar una propuesta didáctica basada en la realidad virtual como método de aprendizaje práctico en la asignatura de Anatomía Humana de primer curso del Grado en Podología y Enfermería. El objetivo principal es valorar la contribución del innovador método de realidad virtual como estrategia docente, para mejorar el logro de competencias en la asignatura “Anatomía Humana”. La utilización de la realidad virtual es una metodología innovadora, ampliamente utilizada en la actualidad, pero en el ámbito de la enseñanza de Anatomía humana es limitado. Los alumnos matriculados en la asignatura de Anatomía Humana del grado en Podología y de Enfermería de la Universidad de León utilizaron las gafas virtuales para visualizar varios vídeos seleccionados por los profesores. Posteriormente, los alumnos realizaron una encuesta de satisfacción de la actividad realizada. La RV puede ayudar en la enseñanza de la Anatomía, haciendo complementar las clases, los libros y los laboratorios, proporcionando una herramienta muy atractiva entre los métodos de enseñanza de la Anatomía. Utilizando la realidad virtual, el alumno se introduce en la anatomía de una forma inmersiva, le permite visualizar las distintas estructuras anatómicas desde una perspectiva totalmente diferente. Los resultados obtenidos en estas sesiones mostraron que la totalidad de los alumnos quedaron satisfechos con la experiencia y por tanto permite adoptar nuevas metodologías eficaces que complementen a la docencia tradicional de la Anatomía humana

Dibenzo[1,2,5]thiadiazepines are non-competitive GABAA receptor antagonists

"A new process for obtaining dibenzo[c,f][1,2,5]thiadiazepines (DBTDs) and their effects on GABAA receptors of guinea pig myenteric neurons are described. Synthesis of DBTD derivatives began with two commercial aromatic compounds. An azide group was obtained after two sequential reactions, and the central ring was closed via a nitrene to obtain the tricyclic sulfonamides (DBTDs). Whole-cell recordings showed that DBTDs application did not affect the holding current but inhibited the currents induced by GABA (IGABA), which are mediated by GABAA receptors. These DBTDs effects reached their maximum 3 min after application and were: (i) reversible, (ii) concentration-dependent (with a rank order of potency of 2c = 2d > 2b), (iii) mediated by a non-competitive antagonism, and (iv) only observed when applied extracellularly. Picrotoxin (which binds in the channel mouth) and DBTDs effects were not modified when both substances were simultaneous applied. Our results indicate that DBTD acted on the extracellular domain of GABAA channels but independent of the picrotoxin, benzodiazepine, and GABA binding sites. DBTDs used here could be the initial model for synthesizing new GABAA receptor inhibitors with a potential to be used as antidotes for positive modulators of these receptors or to induce experimental epilepsy.