Competencias que debe tener un Director Académico Universitario para la Educación Superior Basada en Competencias

The profile of an academic director working in a Higher Education institution should be based on competences. This manuscript describes the role, responsibilities, fields of knowledge, abilities and habits, which a competence-based profile should be made up of, following a tri-circular model.The three areas of competence are: 1) Doing the right thing; 2) Doing things right; and 3) The right person doing the tasks. The first area includes five intellectual and technical competences: 1. Knowledge of the institution; 2. Awareness of strengths and weaknesses; 3. Knowledge of educational models; 4. Teacher training and student affairs; and, 5. Administrative abilities. The second area involves 3 intellectual, emotional, analytical and creative competences: 6. Understanding of the main principles; 7. Leadership and effective communication; 8. Critical thinking and decision making. The third area includes 2 personal competences: 9. Role of the AD; 10. Ethics and personal development. This paper describes the elements of these 10 competences.El perfil de un director académico (DA) de una institución superior, debe basarse en competencias. Este trabajo describe sus funciones, responsabilidades, áreas de dominio, habilidades y hábitos; constituyendo el perfil basado en competencias siguiendo un modelo tri-circular.Las 3 áreas de competencia: 1.) Hacer las cosas que son correctas (realizar tareas), 2.) Hacer las cosas de manera correcta (abordaje), 3.) La persona correcta haciendo las tareas (profesionalismo). Primera área, 5 competencias intelectuales y técnicas: 1. Conocimiento de la institución; 2. Conocimiento de fortalezas y oportunidades; 3. Conocimiento de modelos educativos; 4. Desarrollo de profesores y asuntos estudiantiles; 5. Preparación administrativa. Segunda área, 3 competencias intelectuales, emocionales, analíticas y creativas: 6. Entender los principios; 7. Liderazgo y comunicación efectiva; 8. Habilidades razonamiento y toma de decisiones. Tercera área, 2 competencias personales: 9. Papel del DA en la institución; 10. Ética y Desarrollo Personal. Este artículo describe elementos de estas 10 competencias

Intervención para promover hábitos saludables y reducir obesidad en adolescentes de preparatoria

Enero-Junio 2014 219 Resumen / Abstract El objetivo del trabajo fue determinar cambios en la prevalencia de sobrepeso/ obesidad, hábitos alimenticios y ejercicio físico al inicio y fi nal del primer año de preparatoria posterior a una intervención para promover hábitos saludables. Se rea- lizó antropometría y cuestionario sobre alimentación y ejercicio físico al inicio y fi nal del año escolar a 304 alumnos de ca- torce a diecisiete años. Se implementó un programa anual de conferencias, supercla- ses deportivas y redes sociales como Face- book y Twitter. Se logró incrementar el consumo de raciones/día de frutas y ver- duras y reducir la ingestión en días/sema- na de refrescos y papas fritas. No hubo cambios signifi cativos en la prevalencia de sobrepeso/obesidad. La intervención co- lectiva a través de clases y redes sociales mejoró los hábitos alimenticios pero no lo- gró disminuir el sobrepeso/obesidad. Se requiere probar otro tipo de estrategia en adolescentes

El arte de la disección a través del tiempo.

Los cambios culturales, los avances en la ciencia y las nuevas tendencias en la educación médica han ocasionado modificaciones en las técnicas de disección y enseñanza de la anatomía, pues hasta hoy es impartida en las escuelas de medicina. En la actualidad, existe una forma regulada y legal de obtener cadáveres para la enseñanza e investigación; sin embargo, el papel de la disección ha sido objeto de debate en los últimos 30 años. La disección se analiza desde diversos puntos de vista: el educativo, el bioético y el de valores humanos; además, cuenta con variadas opiniones de profesores y estudiantes. Su práctica en algunas universidades de Estados Unidos y Europa muestra la situación actual y la tendencia de disección como herramienta de aprendizaje

Individualized Tailor-Made Dietetic Intervention Program at Schools Enhances Eating Behaviors and Dietary Habits in Obese Hispanic Children of Low Socioeconomic Status

Hispanic children and those from low-socioeconomic status are predisposed to unhealthy eating habits and obesity. Aim. to implement an individualized, face-to-face, parent supported, and school-partnership dietetic intervention to promote healthy eating habits and decrease body mass index. Prospective school year dietetic intervention of 101 obese, Hispanic, low-socioeconomic school-age children representative of Monterrey, Mexico, consisted of anthropometrics, dietetic assessment, energy-restriction tailor-made daily menus, and parental education every three weeks. Student's t-test was used for means comparison. A significant decrease was found in body mass index percentile (96.43 ± 3.32 to 93.42 ± 8.12/P = 0.00) and energy intake/day of −755.7 kcal/day (P = 0.00). Among other energy dense foods with significant decline in servings/day and servings/week were processed meats (3.13 ± 1.43 to 2.19 ± 1.04/P = 0.00 and 5.60 ± 1.75 to 4.37 ± 2.10/P = 0.00, resp.), saturated fat (1.47 ± 1.08 to 0.78 ± 0.79/P = 0.00 and 2.19 ± 2.18 to 1.1 ± 1.36/P = 0.00), sweetened beverages (2.79 ± 1.99 to 1.42 ± 1.21 and 6.21 ± 1.72 to 3.89 ± 2.80/P = 0.00), and desserts and refined-grain bakery (1.99 ± 1.54 to 1.32 ± 1.59 and 2.85 ± 2.54 to 1.57 ± 2.20/P = 0.00). There was a significant increase in servings/day and servings/week of water (2.98 ± 2.02 to 4.91 ± 2.37 and 6.62 ± 2.03 to 6.87 ± 0.91/P = 0.00, resp.) and nutrient dense foods such as fruits (1.31 ± 0.89 to 1.66 ± 0.96 and 3.34 ± 2.24 to 4.28 ± 2.43/P = 0.00) and fish and poultry (3.76 ± 2.15 to 4.54 ± 2.25/P = 0.00). This intervention created healthy eating habits and decreased body mass index in a high risk population. Trial registration number: NCT01925976

Specific Recognition of Influenza A/H1N1/2009 Antibodies in Human Serum: A Simple Virus-Free ELISA Method

Although it has been estimated that pandemic Influenza A H1N1/2009 has infected millions of people from April to October 2009, a more precise figure requires a worldwide large-scale diagnosis of the presence of Influenza A/H1N1/2009 antibodies within the population. Assays typically used to estimate antibody titers (hemagglutination inhibition and microneutralization) would require the use of the virus, which would seriously limit broad implementation.An ELISA method to evaluate the presence and relative concentration of specific Influenza A/H1N1/2009 antibodies in human serum samples is presented. The method is based on the use of a histidine-tagged recombinant fragment of the globular region of the hemagglutinin (HA) of the Influenza A H1N1/2009 virus expressed in E. coli.The ELISA method consistently discerns between Inf A H1N1 infected and non-infected subjects, particularly after the third week of infection/exposure. Since it does not require the use of viral particles, it can be easily and quickly implemented in any basic laboratory. In addition, in a scenario of insufficient vaccine availability, the use of this ELISA could be useful to determine if a person has some level of specific antibodies against the virus and presumably at least partial protection

Gut microbial composition and functionality of school-age Mexican population with metabolic syndrome and type-2 diabetes mellitus using shotgun metagenomic sequencing

Gut metagenome in pediatric subjects with metabolic syndrome (MetS) and type-2 diabetes mellitus (T2DM) has been poorly studied, despite an alarming worldwide increase in the prevalence and incidence of obesity and MetS within this population. The objective of this study was to characterize the gut microbiome taxonomic composition of Mexican pediatric subjects with MetS and T2DM using shotgun metagenomics and analyze the potential relationship with metabolic changes and proinflammatory effects. Paired-end reads of fecal DNA samples were obtained through the Illumina HiSeq X Platform. Statistical analyses and correlational studies were conducted using gut microbiome data and metadata from all individuals. Gut microbial dysbiosis was observed in MetS and T2DM children compared to healthy subjects, which was characterized by an increase in facultative anaerobes (i.e., enteric and lactic acid bacteria) and a decrease in strict anaerobes (i.e., Erysipelatoclostridium, Shaalia, and Actinomyces genera). This may cause a loss of gut hypoxic environment, increased gut microbial nitrogen metabolism, and higher production of pathogen-associated molecular patterns. These metabolic changes may trigger the activation of proinflammatory activity and impair the host's intermediate metabolism, leading to a possible progression of the characteristic risk factors of MetS and T2DM, such as insulin resistance, dyslipidemia, and an increased abdominal circumference. Furthermore, specific viruses (Jiaodavirus genus and Inoviridae family) showed positive correlations with proinflammatory cytokines involved in these metabolic diseases. This study provides novel evidence for the characterization of MetS and T2DM pediatric subjects in which the whole gut microbial composition has been characterized. Additionally, it describes specific gut microorganisms with functional changes that may influence the onset of relevant health risk factors

RIE : revista de investigación educativa

Resumen basado en el de la publicaciónSe defiende que el perfil de un director académico (DA) de una institución superior, debe basarse en competencias. Se describen sus funciones, responsabilidades, áreas de dominio, habilidades y hábitos; constituyendo el perfil basado en competencias siguiendo un modelo tri-circular. Las 3 áreas de competencia son: 1. Hacer las cosas que son correctas (realizar tareas); 2. Hacer las cosas de manera correcta (abordaje); 3. La persona correcta haciendo las tareas (profesionalismo). Primera área, 5 competencias intelectuales y técnicas: 1. Conocimiento de la institución; 2. Conocimiento de fortalezas y oportunidades; 3. Conocimiento de modelos educativos; 4. Desarrollo de profesores y asuntos estudiantiles; 5. Preparación administrativa. Segunda área, 3 competencias intelectuales, emocionales, analíticas y creativas: 1. Entender los principios; 2. Liderazgo y comunicación efectiva; 3. Habilidades de razonamiento y toma de decisiones. Tercera área, 2 competencias personales: 1. Papel del DA en la institución; 2. Ética y Desarrollo Personal. Se describen elementos de estas 10 competencias.CataluñaUniversitat de Barcelona. Biblioteca de Ciències de l'Educació; Passeig de la Vall d'Hebron, 171; 08035 Barcelona; +34934021035; +34934021034;ES

Competences university academic directors should have in competence-based higher education

The profile of an academic director working in a Higher Education institution should be based on competences. This manuscript describes the role, responsibilities, fields of knowledge, abilities and habits, which a competence-based profile should be made up of, following a tri-circular model.The three areas of competence are: 1) Doing the right thing; 2) Doing things right; and 3) The right person doing the tasks. The first area includes five intellectual and technical competences: 1. Knowledge of the institution; 2. Awareness of strengths and weaknesses; 3. Knowledge of educational models; 4. Teacher training and student affairs; and, 5. Administrative abilities. The second area involves 3 intellectual, emotional, analytical and creative competences: 6. Understanding of the main principles; 7. Leadership and effective communication; 8. Critical thinking and decision making. The third area includes 2 personal competences: 9. Role of the AD; 10. Ethics and personal development. This paper describes the elements of these 10 competences.El perfil de un director académico (DA) de una institución superior, debe basarse en competencias. Este trabajo describe sus funciones, responsabilidades, áreas de dominio, habilidades y hábitos; constituyendo el perfil basado en competencias siguiendo un modelo tri-circular.Las 3 áreas de competencia: 1.) Hacer las cosas que son correctas (realizar tareas), 2.) Hacer las cosas de manera correcta (abordaje), 3.) La persona correcta haciendo las tareas (profesionalismo). Primera área, 5 competencias intelectuales y técnicas: 1. Conocimiento de la institución; 2. Conocimiento de fortalezas y oportunidades; 3. Conocimiento de modelos educativos; 4. Desarrollo de profesores y asuntos estudiantiles; 5. Preparación administrativa. Segunda área, 3 competencias intelectuales, emocionales, analíticas y creativas: 6. Entender los principios; 7. Liderazgo y comunicación efectiva; 8. Habilidades razonamiento y toma de decisiones. Tercera área, 2 competencias personales: 9. Papel del DA en la institución; 10. Etica y Desarrollo Personal. Este artículo describe elementos de estas 10 competencias

The Role of Exercise in the Interplay between Myokines, Hepatokines, Osteokines, Adipokines, and Modulation of Inflammation for Energy Substrate Redistribution and Fat Mass Loss: A Review

Exercise is an effective strategy for preventing and treating obesity and its related cardiometabolic disorders, resulting in significant loss of body fat mass, white adipose tissue browning, redistribution of energy substrates, optimization of global energy expenditure, enhancement of hypothalamic circuits that control appetite-satiety and energy expenditure, and decreased systemic inflammation and insulin resistance. Novel exercise-inducible soluble factors, including myokines, hepatokines, and osteokines, and immune cytokines and adipokines are hypothesized to play an important role in the body’s response to exercise. To our knowledge, no review has provided a comprehensive integrative overview of these novel molecular players and the mechanisms involved in the redistribution of metabolic fuel during and after exercise, the loss of weight and fat mass, and reduced inflammation. In this review, we explain the potential role of these exercise-inducible factors, namely myokines, such as irisin, IL-6, IL-15, METRNL, BAIBA, and myostatin, and hepatokines, in particular selenoprotein P, fetuin A, FGF21, ANGPTL4, and follistatin. We also describe the function of osteokines, specifically osteocalcin, and of adipokines such as leptin, adiponectin, and resistin. We also emphasize an integrative overview of the pleiotropic mechanisms, the metabolic pathways, and the inter-organ crosstalk involved in energy expenditure, fat mass loss, reduced inflammation, and healthy weight induced by exercise

Association of Irisin Plasma Levels with Anthropometric Parameters in Children with Underweight, Normal Weight, Overweight, and Obesity

The correlations between irisin levels, physical activity, and anthropometric measurements have been extensively described in adults with considerable controversy, but little evidence about these relationships has been found in children. The objective of this study is to correlate the plasma levels of irisin in underweight, normal weight, overweight, and obese children with anthropometric parameters and physical activity levels. A cross-sample of 40 children was divided into the following groups on the basis of body mass index (BMI) percentile. The correlations of plasma irisin levels with physical activity, anthropometric, and metabolic measurements were determined. Plasma irisin levels (ng/mL) were lower for the underweight group (164.2 ± 5.95) than for the normal weight and obese groups (182.8 ± 5.58; p<0.05). Irisin levels correlated positively with BMI percentile (0.387), waist circumference (0.373), and fat-free mass (0.353; p<0.05), but not with body muscle mass (-0.027). After a multiple linear regression analysis, only BMI percentile (0.564; p<0.008) showed a positive correlation with irisin. Our results indicated no association with metabolic parameters. A negative correlation with physical activity was observed. Interrelationships among body components might influence irisin levels in children. © 2017 Leticia Elizondo-Montemayor et al