Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education

We acknowledge the researchers of the research group AREA (HUM-672), which belongs to the Ministry of Education and Science of the Junta de Andalucía and is registered in the Department of Didactics and School Organization of the Faculty of Education Sciences of the University of Granada.Technological progress in the educational field has led to the application of active and innovative teaching methods, such as flipped learning, including in the field of dietary education. This is considered a mixed formative approach that combines face-to-face and outside the classroom education. The objective of this research was to analyze the effectiveness of flipped learning methodology on a traditional training practice in dietary training, both in the sixth grade of primary education and in the fourth level of secondary education. A quasi-experimental design was adopted with two experimental groups, two control groups and only posttest. The final sample was composed of 115 students divided into four groups, two of each educational stage mentioned. A didactic unit consisting of six sessions in all groups was applied. Two different training methodologies were followed according to the nature of the group (control-traditional; experimental-flipped learning). The results reveal that flipped learning is effective both in primary education and in secondary education, being more influential in student development in this last stage. It is concluded that the flipped learning approach has meant an improvement of the academic indicators evaluated after a diet education program.This research was funded by I+D+I OTRI-Universidad de Granada CNT-4315. Metodologías activas para el aprendizaje mediante recursos tecnológicos para el desarrollo de la sociedad

El impacto del género en el uso de la realidad aumentada y la realidad virtual en estudiantes con TEA

Today’s education is in the process of transformation as a consequence of the inclusion of educational technology in learning spaces. Among the most prominent technologies is augmented and virtual reality. These emerging technologies have reflected great educational potential in different contexts. The study's objective is focused on knowing the influence of gender in the application of augmented and virtual reality in students with ASD. They have been considered in various dimensions such as motivation, attention, communication, autonomy, and learning outcomes. A quantitative research methodology has been used through a descriptive and correlational nonexperimental design to achieve this objective. 46 Spanish students with ASD participated in the study. The data were collected through a questionnaire. The results reveal differences in motivation, attention, and communication based on gender. However, in terms of autonomy and in learning outcomes, gender does not suppose any conditioner. The work culminates with various theoretical and practical implications.La educación actual se encuentra en un proceso de transformación como consecuencia de la inclusión de la tecnología educativa en los espacios de aprendizaje. Entre las tecnologías más destacadas se encuentran la realidad aumentada y la virtual. Estas tecnologías emergentes han reflejado un gran potencial educativo en diferentes contextos. El objetivo del estudio se centra en conocer la influencia del género en la aplicación de realidad aumentada y virtual en estudiantes con TEA. Se han tenido en cuenta en varias dimensiones como la motivación, la atención, la comunicación, la autonomía y los resultados del aprendizaje. Para lograr este objetivo se ha utilizado una metodología de investigación cuantitativa a través de un diseño no experimental descriptivo y correlacional. En el estudio participaron 46 estudiantes españoles con TEA. Los datos fueron recopilados a través de un cuestionario. Los resultados revelan diferencias en motivación, atención y comunicación en función del género. Sin embargo, en la autonomía y en los resultados de aprendizaje, el género no supone ningún condicionante. El trabajo culmina con diversas implicaciones teóricas y prácticas.I + D + i project OTRI-University of Granada 499

Evaluación de la diversidad de Quirópteros en el Paisaje Terrestre Protegido Mesas de Moropotente.

Se describe y compara la riqueza y diversidad de murciélagos en los bosques de carbón, bosque de roble, bosque de galería y huerto caseros (clasificado como un sistema agroforestal simultánea) en el Paisaje terrestre Protegido Mesas de Moropotente en el Departamento de Estelí. Comparando dos épocas del año (Invierno- Verano) en diferentes estaciones de muestreos. Se capturaron un total de 323 especímenes, pertenecientes a tres familias, 16 géneros y 25 especies. Las especies más abundante fueron Artibeus jamaicensis, Dermanura phaeotis, Desmodus rotundus y Artibeus lituratus. De acuerdo con sus hábitos alimenticios se encontraron cuatro gremios tróficos: murciélagos frugívoros, insectívoros, nectarívoros, y hematófagos. Diversidad α el valor más alto fue en la época de invierno en la estación 1 bosque con dominancia de la especie del carbón (Acacia pennatual) (H’= 2.061). Mostró baja semejanza entre los tipos de bosque, lo cual podría deberse a las condiciones en los sitios de captur

Genetic Counseling in Renal Masses

All urologists have faced patients suffering a renal cancer asking for the occurrence of the disease in their offspring and very often the answer to this question has not been well founded from the scientific point of view, and only in few cases a familial segregation tree is performed. The grate shift seen in the detection of small renal masses and renal cancer in the last decades will prompt us to know the indications for familial studies, which and when are necessary, and probably to refer those patients with a suspected familial syndrome to specialized oncological centers where the appropriate molecular and familial studies could be done. Use of molecular genetic testing for early identification of at-risk family members improves diagnostic certainty and would reduce costly screening procedures in at-risk members who have not inherited disease-causing mutations. This review will focus on the molecular bases of familial syndromes associated with small renal masses and the indications of familial studies in at-risk family members

Células madre y nuevas terapias. Una visión general

Algunas terapias basadas en la multi o pluripotencia de las inapro- piadamente denominadas Células Madre se están llevando a cabo desde mediados del siglo pasado. La investigación actual en terapia celular y medicina regenerativa se agrupa en dos grandes polos: la centrada en las Células Madre Adultas (ASC), y la que estudia los misterios de la pluripotencia de las células madre de origen embrionario (ESC), todavía sin aplicación biomédica debido, entre otras cosas, a la menor inversión pública por recelos morales, que no bioéticos. Entre ambos polos, podríamos situar las investigaciones llevadas a cabo con células ma- dre derivadas de sangre de cordón umbilical, fetales o, incluso, germi- nales. Tras unas breves pinceladas históricas, el presente capítulo descri- birá las características moleculares principales de las células madre y los avances más significativos tanto in vitro, modelos animales o en terapias desarrolladas en humanos. Finalmente, pero no por ello menos impor- tante, se describirán los frentes actuales de investigación más innovado- res: en terapia celular, con o sin complemento de ingeniería genética; la siempre polémica transferencia nuclear, mal llamada clonación terapéu- tica; y, por supuesto, la reprogramación celular, el Valhala actual de la investigación biomédica y la técnica que más expectativas y esperanzas parece estar suscitando entre investigadores, legisladores, medios de comunicación y sociedad, en general

Extracellular Vesicles in Herpes Viral Spread and Immune Evasion

Extracellular vesicles (EVs) are involved in numerous processes during infections by both enveloped and non-enveloped viruses. Among them, herpes simplex virus type-1 (HSV-1) modulates secretory pathways, allowing EVs to exit infected cells. Many characteristics regarding the mechanisms of viral spread are still unidentified, and as such, secreted vesicles are promising candidates due to their role in intercellular communications during viral infection. Another relevant role for EVs is to protect virions from the action of neutralizing antibodies, thus increasing their stability within the host during hematogenous spread. Recent studies have suggested the participation of EVs in HSV-1 spread, wherein virion-containing microvesicles (MVs) released by infected cells were endocytosed by naïve cells, leading to a productive infection. This suggests that HSV-1 might use MVs to expand its tropism and evade the host immune response. In this review, we briefly describe the current knowledge about the involvement of EVs in viral infections in general, with a specific focus on recent research into their role in HSV-1 spread. Implications of the autophagic pathway in the biogenesis and secretion of EVs will also be discussed

Influência da aplicação de um plano de leitura na motivação, inteligência emocional, fluência e compreensão leitora em alunos espanhóis do ensino fundamental

This study is part of the project with reference OTRI-4995 entitled Services related to the pilot phase of the evaluation of educational programs, financed by the “La Caixa” Foundation and sponsored by the University of Granada and the EducaTech Research Group (SEJ-666).Reading is positioned as an important skill in people’s daily lives. That is why work is done and time is dedicated to its development in educational centers through didactic proposals that are compiled in the Reading Plan. This research focuses on knowing the impact of the Reading Plan on various dimensions such as motivation, emotional intelligence, fluency and reading comprehension in primary school students from different educational centers in Spain. For this, a quantitative methodology has been followed with a pre-post quasi-experimental design with a control and an experimental group. 331 students enrolled between 5th and 6th grade of said educational stage participated in the study. The data has been collected through many validated instruments (Questionnaire of Motivated Strategies for Learning, BarOn Emotional Intelligence Inventory and the EMLE-TALE 2000) for the objectives pursued. After the statistical analysis, the results obtained reveal how the increase in emotional intelligence of the experimental group has improved the students’ motivation, both intrinsically and extrinsically, and this has favoured the acquisition of greater fluency and reading comprehension concerning the control group. It is concluded that motivation, emotional intelligence, fluency and reading comprehension are higher in experimental group than those achieved by students in the control group. This shows that the Reading Plan developed by the experimental group positively impacts the improvement of these dimensions in the students.A leitura se posiciona como uma habilidade importante no cotidiano das pessoas. Por isso, trabalha-se e dedica- -se tempo ao seu desenvolvimento nos centros educativos através de propostas didáticas que constam do Plano de Leitura. Esta pesquisa se concentra em conhecer o impacto do Plano de Leitura em várias dimensões, como motivação, inteligência emocional, fluência e compreensão de leitura em alunos do ensino fundamental de diferentes centros educacionais na Espanha. Para isso, seguiu-se uma metodologia quantitativa com um desenho pré-pós quase-experimental com um grupo controle e um experimental. Participaram do estudo 331 alunos matriculados entre o 5º e o 6º ano da referida etapa de ensino. Os dados foram recolhidos através de vários instrumentos validados (Questionário de Estratégias Motivadas para a Aprendizagem, Inventário de Inteligência Emocional BarOn e o EMLE-TALE 2000) para os objetivos perseguidos. Após a análise estatística, os resultados obtidos revelam como o aumento da inteligência emocional no grupo experimental melhorou a motivação dos alunos, tanto intrínseca quanto extrinsecamente, e isso favoreceu a aquisição de maior fluência e compreensão de leitura em relação ao grupo controle. Conclui-se que motivação, inteligência emocional, fluência e compreensão de leitura são maiores no grupo experimental do que aquelas alcançadas pelos alunosdo grupo controle. Isso mostra que o Plano de Leitura desenvolvido pelo grupo experimental tem um impacto positivo na melhora dessas dimensões nos alunos.“La Caixa” Foundation OTRI-4995Universidad de Granada SEJ-666 UG

A new risk variant for multiple sclerosis at the immunoglobulin heavy chain locus associates with intrathecal IgG, IgM index and oligoclonal bands

© The Author(s), 2015. Background: Recent findings have shown a correlation between the intrathecal IgG index and variants at the immunoglobulin heavy chain (IGHC) locus in patients with multiple sclerosis (MS). Objectives: The objective of this paper is to analyse the association of the locus with MS susceptibility and its relationship with intrathecal immunoglobulin (Ig) parameters. Methods: We genotyped the rs11621145 variant, located at the IGHC locus, in 2726 patients with MS and 2133 healthy controls. Associations of intrathecal IgG and IgM indexes with rs11621145 were analysed by linear regression analysis in 538 MS patients. Results: We found that rs11621145 showed statistically significant evidence for association with susceptibility to MS (odds ratio = 0.69, p = 1.053E-09), though validation of this result in additional cohorts would be desirable. We confirmed the association between the IgG index and the rs11621145 (p = 6.85E- 07, Beta = 0.207). zFurthermore, rs11621145 was inversely correlated with IgM index (p = 7.24E-04, Beta = -0.277), and therefore marks a decreased likelihood of presenting IgM oligoclonal bands (odds ratio = 0.38, p = 2.35E-06). Conclusions: Our results suggest that the polymorphism of the IGHC locus could be altering the swiching of the Ig isotype in B cells and it may be interfering with T-dependent and T-independent antibody responses.Fondo de Investigación Sanitaria (FIS)-Fondos Europeos de Desarrollo Regional (FEDER) [grant numbers RETICS-REEM- RD12/0032/0015-RD12/0032/0005-RD12/0032/0006-RD12/0032/0009, P12/00555, PI10/01616, PI13/01527, PI13/ 01466, CP10/00526, PI12-00239]; Junta de Andalucía- Fondos Europeos de Desarrollo Regional (FEDER) [grant numbers P07-CVI-02551, P09-CTS-5218].Peer Reviewe

Do Age and Educational Stage Influence No-Mobile-Phone Phobia?

Technological progress not only brings with it resources that improve and facilitate the day-to-day life of the people who make up society but also entails health risks, with the emergence of terms, such as nomophobia, which is considered an anxiety disorder produced by the fear that not having a mobile phone generates in a person. This research aims to identify the relationship and influence between levels of nomophobia and the age or educational stage of students. The research method is based on a correlational and predictive design of quantitative methodology. The instrument used is the NMP-Q questionnaire. The study population is students from different educational stages (obligatory secondary education, baccalaureate, vocational training and university). The results show that students over 12 years old present an average level of “nomophobia” (no-mobile-phone phobia), namely, not being able to communicate with the family where the highest levels are presented. We conclude that students over 12 years of age and of any educational stage present an average level of nomophobia, and it cannot be determined that either the educational stage or the age are determining factors in the presentation of this problem. This can occur at any age and at any level of the different educational stages, although there are risk indicators that we should bear in mind to avoid the appearance of nomophobia.I+D+I Project Research of Results Transfer Office (OTRI) of the University of Granada (Reference: CNT 4439

Nomophobia: An Individual’s Growing Fear of Being without a Smartphone—A Systematic Literature Review

We acknowledge the researchers of the research group AREA (HUM-672), which belongs to the Ministry of Education and Science of the Junta de Andalucía and is registered in the Department of Didactics and School Organization of the Faculty of Education Sciences of the University of Granada.This review examines the current literature focused on nomophobia (objectives, methodological design, main variables, sample details, and measurement methods) in the Scopus and Web of Science databases. To this end, we conducted a systematic literature review in accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. The initial sample consisted of 142 articles, of which 42 met the inclusion criteria and were analyzed in detail. The findings show that the current research is in an exploratory phase, with a greater predominance of descriptive, nonexperimental, and cross-sectional studies that explore the prevalence of nomophobia mainly in adolescents and university students. The most widely used measurement instrument is the Nomophobia Questionnaire (NMP-Q) proposed by Yildrim and Correia. In addition, the research suggests that nomophobia negatively affects personality, self-esteem, anxiety, stress, academic performance, and other physical and mental health problems. We are therefore faced with a health problem, which negatively affects a person, causing psychological problems and physical and behavioral changes.This research has received public funding from the Ministry of Education of the Government of Spain (FPU14/04626)