MODEL PCC: constructive participation and collaborative online

Este trabajo describe un modelo de didáctica online para del desarrollo de cursos, con el fin de obtener una participación activa y constructiva por parte de estudiantes universitarios. El modelo, denominado Participación Constructiva y Colaborativa (PCC), considera el aprendizaje como una co-construcción del conocimiento y tiene como objetivo acercar a los estudiantes para elaborar nuevas ideas mediante la realización de productos ya sea individuales o de grupo. A tal fin, se prevee una alternancia de actividades individuales y de grupo, siempre con el objetivo de hacer construir productos. De este modo se aprovecha el potencial de interacción colaborativa y contructiva de la red y de las diferentes posibilidades del trabajo online. El modelo ha sido elaborado en el ámbito diferentes cursos universitarios. Será presentado describiendo en primer lugar las teorías tomadas como inspiración, luego las actividades realizadas en linea y, por último, algunos análisis que demuestran su eficacia.This paper describes a model for developing online teaching courses in order to obtain an active and constructive participation by college students. The model, named Constructive and Collaborative Participation (CCP) considers learning as a co-construction of knowledge and intends to bring students closer to develop new ideas by performing products either individual or group work. For that purpose, it is envisaged to do alternative individual and group activities, always with the aim of making build products. In that way, the potential of collaborative and constructive interaction of network and the different possibilities of online work is used. The model has been created in different college courses. Firstly, it will be presented describing the theories taken as inspiration; then, the online activities and, finally, some analyzes that demonstrate its effectiveness

El modelo PCC: participación constructiva y colaborativa online

This paper describes a model for developing online teaching courses in order to obtain an active and constructive participation by college students. The model, named Constructive and Collaborative Participation (CCP) considers learning as a co-construction of knowledge and intends to bring students closer to develop new ideas by performing products either individual or group work. For that purpose, it is envisaged to do alternative individual and group activities, always with the aim of making build products. In that way, the potential of collaborative and constructive interaction of network and the different possibilities of online work is used. The model has been created in different college courses. Firstly, it will be presented describing the theories taken as inspiration; then, the online activities and, finally, some analyzes that demonstrate its effectiveness.Este trabajo describe un modelo de didáctica online para del desarrollo de cursos, con el fin de obtener una participación activa y constructiva por parte de estudiantes universitarios.  El modelo, denominado Participación Constructiva y Colaborativa (PCC), considera el aprendizaje como una co-construcción del conocimiento y tiene como objetivo acercar a los estudiantes para elaborar nuevas ideas mediante la realización de productos ya sea individuales o de grupo. A tal fin, se prevee una alternancia de actividades individuales y de grupo, siempre con el objetivo de hacer construir productos. De este modo se aprovecha el potencial de interacción colaborativa y contructiva de la red y de las diferentes posibilidades del trabajo online. El modelo ha sido elaborado en el ámbito diferentes cursos universitarios. Será presentado describiendo en primer lugar las teorías tomadas como inspiración, luego las actividades realizadas en linea y, por último, algunos análisis que demuestran su eficacia

Alternanza scuola lavoro e sviluppo delle competenze digitali tra percezione di pratiche d'uso degli studenti e saperi formali

Il Laboratorio ERID dell\u2019Universit\ue0 di Foggia ha realizzato nell\u2019a.a. 2017/18 un percorso di Alternanza Scuola-Lavoro de-nominato \u201cProgettazione dei contenuti e-learning\u201d. Tale percor-so, della durata di 50 ore, ha avuto l\u2019obiettivo di formare gli stu-denti all\u2019uso consapevole delle nuove tecnologie della comunica-zione a supporto dell\u2019apprendimento dei saperi. Esso \ue8 stato re-plicato per sette classi di scuola secondaria di secondo grado, coinvolgendo complessivamente 164 allievi di Foggia e provincia. In termini di ricerca, l\u2019obiettivo \ue8 stato quello di rilevare la perce-zione degli studenti rispetto al digitale e le loro pratiche di utilizzo delle ICT, oltre che l\u2019impatto percepito dell\u2019esperienza di alter-nanza sulle loro competenze digitali. Pertanto, al termine di cia-scun percorso di ASL, \ue8 stato somministrato agli studenti un que-stionario analizzato attraverso statistiche descrittive

Understanding I/We positions in a blended university course: Polyphony and chronotopes as dialogical features.

This paper uses Dialogical Self Theory to explore university students’ I/We positions before and after participating in a blended course with both individual and collaborative learning activities. Two focus group discussions were held; one at the beginning and the other one at the end (18 students in total; 3 M, 15F; average age 24 years old). The focus groups were analyzed through discursive analysis by referring to the Bakhtinian concepts of chronotope and polyphony, as dialogical features of positioning. Results show that at the end of the course the polyphony became richer, including also technology. This was initially “suppressed” and became later a voice supporting both We-position and collaborative learning. A shift from initial I-positions rooted in a broad chronotope (including past, present and future) toward We-positions placed in the specific and situated chronotope of the course occurred. This result poses the question of sustainability and transferability of innovation

Speech perception in noise in children with dyslexia: Does speech sound disorder matter?

The aim of this observational cohort study with a control group is to compare consonant perception skills in quiet and in noise in children with typical language and learning development and in children with dyslexia, with and without Speech Sound Disorder (SSD). Three groups were included: A control group of twenty children with normal reading abilities and typical language development, twelve children with dyslexia and typical language development and thirteen children with dyslexia and SSD. All subjects received a consonant recognition test in three different listening conditions (quiet, + 10 and 0 Signal-to-Noise Ratio). In all test conditions, children with dyslexia and SSD had significantly lower consonant recognition scores than the control group and the children with dyslexia and typical language development (p <.0001). The poorer performances observed in children with dyslexia and SSD may be explained by impaired phonological processing underlying both conditions

Efficacy and long-term follow-up of positional therapy by vibrotactile neck-based device in the management of positional OSA

Study Objectives: Different therapeutic strategies have been investigated for the treatment of positional obstructive sleep apnea, but more evidence is needed about efficacy and compliance. The objective of this study was to describe the efficacy of vibrotactile neck-based treatment in patients with positional obstructive sleep apnea with different degrees of obstructive sleep apnea severity who were followed for 6 months.Methods: This is a retrospective study including 162 patients with positional obstructive sleep apnea undergoing vibrotactile neck-based positional therapy. We compared polysomnographic data obtained at baseline and during positional therapy after 1 month. We performed a subgroup analysis based on obstructive sleep apnea severity. Furthermore, we analyzed follow-up data in 84/162 (51.8%) patients with particular focus on discontinuation and complications related to the device.Results: We observed a significant difference between mean baseline obstructive apnea-hypopnea index (OAHI; 21.9 +/- 9.9 events/h) and during positional therapy (12 +/- 9.2 events/h; P< .01). Moreover, 87/162 (54.9%) patients showed a reduced baseline OAHI of at least 50% and 38/162 (23.4%) achieved complete disease control (OAHI < 5 events/h). At subgroup analysis, at least 50% reduction from baseline OAHI was observed in 56.8% of patients with mild, 55% with moderate, and 47.4% with severe OAHI, whereas complete control of disease was achieved in 50% of patients with mild, 22.5% with moderate, and 7.9% with severe OAHI. At a 6-month follow-up, only 35/84 patients (41.6%) were regularly using the device, with a mean of 5.9 +/- 1.2 days per week. Conclusions: Our results on the efficacy and long-term adherence to vibrotactile neck-based positional therapy showed that positional therapy can be an efficient first-line treatment option for mild positional obstructive sleep apnea and in selected cases of moderate disease. Long-term compliance is limited because of complications and low satisfaction in some patients.Conclusions: Our results on the efficacy and long-term adherence to vibrotactile neck-based positional therapy showed that positional therapy can be an efficient first-line treatment option for mild positional obstructive sleep apnea and in selected cases of moderate disease. Long-term compliance is limited because of complications and low satisfaction in some patients

JPN Guidelines for the management of acute pancreatitis: treatment of gallstone-induced acute pancreatitis

Gallstones, along with alcohol, are one of the primary etiological factors of acute pancreatitis, and knowledge of the etiology as well as the diagnosis and management of gallstones, is crucial for managing acute pancreatitis. Because of this, evidence regarding the management of gallstone-induced pancreatitis in Japan was collected, and recommendation levels were established by comparing current clinical practices with optimal clinical practices. The JPN Guidelines for managing gallstone-induced acute pancreatitis recommend two procedures: (1) an urgent endoscopic procedure should be performed in patients in whom biliary duct obstruction is suspected and in patients complicated by cholangitis (Recommendation A); and (2) after the attack of gallstone pancreatitis has subsided, a laparoscopic cholecystectomy should be performed during the same hospital stay (Recommendation B)

Adherence issues related to sublingual immunotherapy as perceived by allergists

Objectives: Sublingual immunotherapy (SLIT) is a viable alternative to subcutaneous immunotherapy to treat allergic rhinitis and asthma, and is widely used in clinical practice in many European countries. The clinical efficacy of SLIT has been established in a number of clinical trials and meta-analyses. However, because SLIT is self-administered by patients without medical supervision, the degree of patient adherence with treatment is still a concern. The objective of this study was to evaluate the perception by allergists of issues related to SLIT adherence. Methods: We performed a questionnaire-based survey of 296 Italian allergists, based on the adherence issues known from previous studies. The perception of importance of each item was assessed by a VAS scale ranging from 0 to 10. Results: Patient perception of clinical efficacy was considered the most important factor (ranked 1 by 54% of allergists), followed by the possibility of reimbursement (ranked 1 by 34%), and by the absence of side effects (ranked 1 by 21%). Patient education, regular follow-up, and ease of use of SLIT were ranked first by less than 20% of allergists. Conclusion: These findings indicate that clinical efficacy, cost, and side effects are perceived as the major issues influencing patient adherence to SLIT, and that further improvement of adherence is likely to be achieved by improving the patient information provided by prescribers. © 2010 Scurati et al, publisher and licensee Dove Medical Press Ltd

The impact of transposable element activity on therapeutically relevant human stem cells

Human stem cells harbor significant potential for basic and clinical translational research as well as regenerative medicine. Currently ~ 3000 adult and ~ 30 pluripotent stem cell-based, interventional clinical trials are ongoing worldwide, and numbers are increasing continuously. Although stem cells are promising cell sources to treat a wide range of human diseases, there are also concerns regarding potential risks associated with their clinical use, including genomic instability and tumorigenesis concerns. Thus, a deeper understanding of the factors and molecular mechanisms contributing to stem cell genome stability are a prerequisite to harnessing their therapeutic potential for degenerative diseases. Chemical and physical factors are known to influence the stability of stem cell genomes, together with random mutations and Copy Number Variants (CNVs) that accumulated in cultured human stem cells. Here we review the activity of endogenous transposable elements (TEs) in human multipotent and pluripotent stem cells, and the consequences of their mobility for genomic integrity and host gene expression. We describe transcriptional and post-transcriptional mechanisms antagonizing the spread of TEs in the human genome, and highlight those that are more prevalent in multipotent and pluripotent stem cells. Notably, TEs do not only represent a source of mutations/CNVs in genomes, but are also often harnessed as tools to engineer the stem cell genome; thus, we also describe and discuss the most widely applied transposon-based tools and highlight the most relevant areas of their biomedical applications in stem cells. Taken together, this review will contribute to the assessment of the risk that endogenous TE activity and the application of genetically engineered TEs constitute for the biosafety of stem cells to be used for substitutive and regenerative cell therapiesS.R.H. and P.T.R. are funded by the Government of Spain (MINECO, RYC-2016- 21395 and SAF2015–71589-P [S.R.H.]; PEJ-2014-A-31985 and SAF2015–71589- P [P.T.R.]). GGS is supported by a grant from the Ministry of Health of the Federal Republic of Germany (FKZ2518FSB403)