16 research outputs found
Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints
Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/153624/1/jddj0022033720168012tb06236x.pd
Soluble Transferrin Receptor as Iron Deficiency Biomarker: Impact on Exercise Capacity in Heart Failure Patients
The soluble transferrin receptor (sTfR) is a marker of tissue iron status, which could indicate an increased iron demand at the tissue level. The impact of sTfR levels on functional capacity and quality of life (QoL) in non-anemic heart failure (HF) patients with otherwise normal systemic iron status has not been evaluated. We conducted an observational, prospective, cohort study of 1236 patients with chronic HF. We selected patients with normal hemoglobin levels and normal systemic iron status. Tissue iron deficiency (ID) was defined as levels of sTfR > 75th percentile (1.63 mg per L). The primary endpoints were the distance walked in the 6 min walking test (6MWT) and the overall summary score (OSS) of the Minnesota Living with Heart Failure Questionnaire (MLHFQ). The final study cohort consisted of 215 patients. Overall QoL was significantly worse (51 +/- 27 vs. 39 +/- 20, p-value = 0.006, respectively), and the 6 MWT distance was significantly worse in patients with tissue ID when compared to patients without tissue ID (206 +/- 179 m vs. 314 +/- 155, p-value < 0.0001, respectively). Higher sTfR levels, indicating increased iron demand, were associated with a shorter distance in the 6 MWT (standardized beta = -0.249, p < 0.001) and a higher MLHFQ OSS (standardized fi = 0.183, p-value = 0.008). In this study, we show that in patients with normal systemic iron parameters, higher levels of sTfR are strongly associated with an impaired submaximal exercise capacity and with worse QoL
Acupuncture and rehabilitation of the painful shoulder: study protocol of an ongoing multicentre randomised controlled clinical trial [ISRCTN28687220]
BACKGROUND: Although the painful shoulder is one of the most common dysfunctions of the locomotor apparatus, and is frequently treated both at primary healthcare centres and by specialists, little evidence has been reported to support or refute the effectiveness of the treatments most commonly applied. According to the bibliography reviewed, physiotherapy, which is the most common action taken to alleviate this problem, has not yet been proven to be effective, because of the small size of sample groups and the lack of methodological rigor in the papers published on the subject. No reviews have been made to assess the effectiveness of acupuncture in treating this complaint, but in recent years controlled randomised studies have been made and these demonstrate an increasing use of acupuncture to treat pathologies of the soft tissues of the shoulder. In this study, we seek to evaluate the effectiveness of physiotherapy applied jointly with acupuncture, compared with physiotherapy applied with a TENS-placebo, in the treatment of painful shoulder caused by subacromial syndrome (rotator cuff tendinitis and subacromial bursitis). METHODS/DESIGN: Randomised controlled multicentre study with blind evaluation by an independent observer and blind, independent analysis. A study will be made of 465 patients referred to the rehabilitation services at participating healthcare centres, belonging to the regional public health systems of Andalusia and Murcia, these patients presenting symptoms of painful shoulder and a diagnosis of subacromial syndrome (rotator cuff tendinitis and subacromial bursitis). The patients will be randomised into two groups: 1) experimental (acupuncture + physiotherapy); 2) control (TENS-placebo + physiotherapy); the administration of rescue medication will also be allowed. The treatment period will have a duration of three weeks. The main result variable will be the change produced on Constant's Shoulder Function Assessment (SFA) Scale; as secondary variables, we will record the changes in diurnal pain intensity on a visual analogue scale (VAS), nocturnal pain intensity on the VAS, doses of non-steroid anti-inflammatory drugs (NSAIDs) taken during the study period, credibility scale for the treatment, degree of improvement perceived by the patient and degree of improvement perceived by the evaluator. A follow up examination will be made at 3, 6 and 12 months after the study period has ended. Two types of population will be considered for analysis: per protocol and per intention to treat. DISCUSSION: The discussion will take into account the limitations of the study, together with considerations such as the choice of a simple, safe method to treat this shoulder complaint, the choice of the control group, and the blinding of the patients, evaluators and those responsible for carrying out the final analysis
Prediction of Consumption of Local Wine in Italian Consumers Based on Theory of Planned Behavior
The consumption of local wine positively influences a country鈥檚 economy by providing jobs while preserving the environment. The aim of this study was to determine the effects of complementary factors, based on an extended model of the Theory of Planned Behavior, in consumer behavior toward local wine by evaluating the antecedents of Italian local wine consumption. Partial least squares structural equation modeling (PLS-SEM) was used to test the hypotheses. For the study, a survey was sent to a total sample of 404 people residing in Italy. The results showed a relationship between purchase intention and perceived behavioral control. In addition, ethnocentric personality was found to have a positive influence, and cosmopolitan personality was found to have a negative influence. It was also confirmed that personal norms and place identity were related to attitudes toward this behavior. This study contributes to the literature in a way that adds constructs to the theory relevant to local wine consumption. Similarly, for those involved in the internal and external marketing of local products, it addresses and provides implications that can be considered
Comprensi贸n y Producci贸n de Lenguaje II - HU544 - 202100
Descripci贸n:
Comprensi贸n y Producci贸n de Lenguaje 2 es un curso en el que el estudiante desarrolla sus habilidades para leer
informaci贸n de manera cr铆tica y escribir textos argumentativos para un contexto acad茅mico formal. Para ello,
revisa y aplica estrategias ret贸ricas que le permitir谩n sustentar su postura frente a un tema de manera s贸lida y
convincente.
Prop贸sito:
Este curso tiene como requisito Comprensi贸n y Producci贸n de Lenguaje 1. Desarrolla, siguiendo la pol铆tica
educativa propuesta por la UPC en SICA, la competencia Comunicaci贸n escrita y la competencia de
Comprensi贸n lectora en el nivel de logro 2. De igual manera, trabaja la competencia Pensamiento cr铆tico en el
nivel 1. El prop贸sito es que el estudiante pueda producir argumentaciones acad茅micas coherentes y sustentadas,
a partir de una evaluaci贸n cr铆tica de la informaci贸n. El desarrollo de esta capacidad implicar谩 que el alumno
examine cr铆ticamente los fundamentos y posturas de diversos autores. Esas habilidades le permitir谩n justificar
sus propios puntos de vista en los dem谩s cursos de sus carreras. Adem谩s, en el mundo laboral, le permitir谩
sustentar sus propuestas y proyectos de manera eficiente.
Risk Assessment of Tuberculosis in Contacts by IFN-? Release Assays. A Tuberculosis Network European Trials Group Study
Comprensi贸n y Producci贸n de Lenguaje II - HU544 - 202102
Descripci贸n:
Comprensi贸n y Producci贸n de Lenguaje 2 es un curso en el que el estudiante desarrolla sus habilidades para la
comprensi贸n lectora y la redacci贸n de textos formales argumentativos en situaciones comunicativas
determinadas. Para ello, emplea recursos de redacci贸n que le permitir谩n una organizaci贸n coherente, un
desarrollo s贸lido y convincente (a partir de la lectura cr铆tica de fuentes diversas), y una escritura respetuosa de
la normativa y de la ortograf铆a vigentes.
Prop贸sito:
Este curso tiene como requisito Comprensi贸n y Producci贸n de Lenguaje 1. Desarrolla, siguiendo la pol铆tica
educativa propuesta por la UPC en SICA, la competencia Comunicaci贸n escrita en el nivel de logro 1. El
prop贸sito es que el estudiante pueda producir textos argumentativos coherentes y sustentados a partir de una
evaluaci贸n cr铆tica de la informaci贸n. Esas habilidades le permitir谩n comunicarse de manera escrita para
convencer acerca de sus propios puntos de vista en los dem谩s cursos de sus carreras. Adem谩s, en el mundo
laboral, le permitir谩 sustentar textualmente sus propuestas y proyectos de manera eficiente
Risk Assessment of Tuberculosis in Contacts by IFN-纬 Release Assays. A Tuberculosis Network European Trials Group Study
Comprensi贸n y Producci贸n de Lenguaje I - HU543 - 202101
Descripci贸n:
Comprensi贸n y Producci贸n de Lenguaje 1 es un curso de primer ciclo, que busca desarrollar las habilidades
vinculadas con la comprensi贸n lectora y la redacci贸n de textos escritos formales y adecuados a una situaci贸n
comunicativa determinada. Por ello, durante el curso, las actividades posibilitar谩n que el estudiante reflexione
sobre c贸mo el lenguaje es una herramienta que nos permite entender la realidad (comprensi贸n) y comunicar
adecuadamente nuestras ideas sobre ella (producci贸n). Esta reflexi贸n se realizar谩 con 茅nfasis en el uso del
lenguaje en las redes sociales, espacio que se ha constituido como un nuevo lugar para la divulgaci贸n de asuntos
diversos: desde temas de ocio o entretenimiento hasta temas acad茅micos, cient铆ficos y pol铆ticos. En ese sentido,
este curso propone que el alumno asuma el rol de un ciudadano cr铆tico, es decir, aquella persona que no solo
consume informaci贸n, sino que produce contenido a partir de una investigaci贸n en fuentes confiables.
Considerando lo explicado, nuestros alumnos no solo ser谩n capaces de redactar un texto escrito formal de
acuerdo con las necesidades comunicativas del 谩mbito universitario y de la sociedad actual, sino que podr谩n
transformarlo en un texto multimodal (el cual involucra diferentes medios de comunicaci贸n: visual, auditivo,
imagen, texto, entre otros) que tenga sentido en las redes sociales, lugar de interacci贸n real con sus lectores.
Estos productos comunicativos deber谩n presentar una organizaci贸n conveniente, un desarrollo s贸lido y
suficiente (lo que implica una lectura cr铆tica de las fuentes de informaci贸n), y una escritura acorde con la
normativa vigente.
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Prop贸sito:
El curso desarrolla la competencia de comunicaci贸n escrita, en el nivel 1; es decir, el estudiante es capaz de
construir mensajes coherentes y s贸lidos que se adec煤an a la situaci贸n y prop贸sito comunicativo. Este desarrollo
le permite la generaci贸n y construcci贸n de nuevas ideas, lo cual es relevante para su vida acad茅mica y
profesional. La actual sociedad de la informaci贸n y el conocimiento, caracterizada por la disrupci贸n, la
innovaci贸n y la complejidad en las formas de comunicaci贸n mediadas por la tecnolog铆a, enfrenta al estudiante y
al profesional a nuevos retos en las maneras de comunicar aquello que conoce y que construye. En este
escenario, la competencia comunicativa escrita adquiere protagonismo como herramienta para transmitir el
conocimiento creado. El curso se alinea con esta exigencia, pues contribuye a que el estudiante responda
exitosamente a las demandas comunicativas del contexto acad茅mico, y a que el egresado pueda desenvolverse
id贸neamente en el campo profesional y laboral