Teachers in bilingual programs in Cantabria

La implementación de programas AICLE en España va en aumento. Este estudio analiza los datos obtenidos a través de ocho entrevistas semiestructuradas así como de cuestionarios completados por ochenta docentes, tanto bilingües como no bilingües, que trabajan en Colegios Públicos de Educación Infantil y Primaria con programas de educación bilingüe en Cantabria (España). Los resultados muestran que no hay consenso entre los docentes sobre algunos de los retos que se deben afrontar en un programa bilingüe como la formación y la mayor coordinación que requiere la impartición de DNL en inglés. No obstante, puede concluirse que los docentes pueden realizar contribuciones muy reveladoras que pueden mejorar el diseño y la regulación de los programas bilingües.CLIL programmes are being increasingly implemented in Spain. This study analyses the data obtained by means of 8 semi-structured interviews as well as questionnaires on the perceptions of 80 teachers, either bilingual and non bilingual, who teach at an Infant or Primary level in half of the state schools running a bilingual program in Cantabria (Spain). Results show that there is no consensus among CLIL and mainstream teachers on perceptions about some of the challenges to be faced in a bilingual program such as training and coordination. Nevertheless, it can be concluded that teachers can make very illuminating contributions that can improve design and regulation of bilingual programmes

RETOS Y MITOS SOBRE LA CRIANZA BILINGÜE ESPAÑOL-INGLÉS POR NO NATIVOS

English has become a lingua franca in most international settings. Citizens in a globalized world need multilingual profiles in order to enhance their employability (Baker, 2011). Consequently, Spanish English bilingual programmes have proliferated in Spain to meet such requirements (Lozano-Martínez, 2017). In order to foster their children’s learning experience, some Spanish non-native English-speaking parents have decided to speak to their children in English. Thus, family language planning is crucial to children’s linguistic development. When the socialization scope of the baby goes beyond the family, children’s language awareness is progressively weakened (Zhao, 2018). In this way, what are the challenges? Which preconceived ideas prevent some parents from trying or reinforcing their language planning endeavour? What kind of support is needed, or available, in order to complete an input based on the ‘one person-one language’ strategy (OPOL) which, according to De Houwer (2007) is not enough on its own? In this sense, there are only a few references like those of Saunders (1988) and Jernigan (2015)  about non-native speakers who raise their children bilingually. We come across even less references about studies contextualized in Spain as that by Sánchez Torres (2010). Further studies are needed. This paper aims to identify the aforementioned challenges and myths, by means of the quantitative analysis of the data obtained from a questionnaire fulfilled by 735 families that allows us to describe the present scenario.El inglés se erige como lingua franca en la mayoría de contextos internacionales. Los ciudadanos de este mundo globalizado necesitan perfiles multilingües que aumenten su empleabilidad (Baker, 2011) por lo que en España los programas de educación bilingüe español-inglés han proliferado para atender a dicha necesidad (Lozano-Martínez, 2017). Con el fin de contribuir, algunos padres y madres españoles hablan en inglés a sus hijos sin ser nativos. Así, la planificación lingüística familiar es crucial para el desarrollo lingüístico, se comienza con los bebés pero al añadir ámbitos de socialización, además del familiar, su consciencia sobre la lengua extranjera se va debilitando (Zhao, 2018). Por tanto ¿cuáles son los retos? ¿qué ideas preconcebidas disuaden a algunos de intentarlo o persistir? ¿Qué apoyos se precisan o están disponibles para complementar un input basado en la estrategia ‘una persona-una lengua’ que según (De Houwer, 2007) no es suficiente? En este sentido, encontramos pocas referencias destacando Saunders (1988) y Jernigan (2015) sobre no nativos que crían en una lengua extranjera a sus hijos para que sean bilingües. Menos aún sobre estudios contextualizados en España como el de Sánchez Torres (2010). Resulta necesario investigar al respecto. Este artículo pretende identificar los referidos retos y mitos, mediante el análisis cuantitativo de los datos obtenidos a partir de un cuestionario a 735 familias que permite describir el escenario que nos situamos.English has become a lingua franca in most international settings. Citizens in a globalized world need multilingual profiles in order to enhance their employability (Baker, 2011). Consequently, Spanish English bilingual programmes have proliferated in Spain to meet such requirements (Lozano-Martínez, 2017). In order to foster their children’s learning experience, some Spanish non-native English-speaking parents have decided to speak to their children in English. Thus, family language planning is crucial to children’s linguistic development. When the socialization scope of the baby goes beyond the family, children’s language awareness is progressively weakened (Zhao, 2018). In this way, what are the challenges? Which preconceived ideas prevent some parents from trying or reinforcing their language planning endeavour? What kind of support is needed, or available, in order to complete an input based on the ‘one person-one language’ strategy (OPOL) which, according to De Houwer (2007) is not enough on its own? In this sense, there are only a few references like those of Saunders (1988) and Jernigan (2015)  about non-native speakers who raise their children bilingually. We come across even less references about studies contextualized in Spain as that by Sánchez Torres (2010). Further studies are needed. This paper aims to identify the aforementioned challenges and myths, by means of the quantitative analysis of the data obtained from a questionnaire fulfilled by 735 families that allows us to describe the present scenario

LOS DOCENTES EN LOS PROGRAMAS DE EDUCACIÓN BILINGÜE EN CANTABRIA

CLIL programmes are being increasingly implemented in Spain. This study  analyses the data obtained by means of 8 semi-structured interviews as well as questionnaires on the perceptions of 80 teachers, either bilingual and non bilingual, who teach at an Infant or Primary level in half of the state schools running a bilingual program in Cantabria (Spain). Results show that there is no consensus among CLIL and mainstream teachers on perceptions about some of the challenges to be faced in a bilingual program such as training and coordination. Nevertheless, it can be concluded that teachers can make very illuminating contributions that can improve design and regulation of bilingual programmes.La implementación de programas AICLE en España va en aumento. Este estudio analiza los datos obtenidos a través de ocho entrevistas semiestructuradas así como de cuestionarios completados por ochenta docentes, tanto bilingües como no bilingües, que trabajan en Colegios Públicos de Educación Infantil y Primaria con programas de educación bilingüe en Cantabria (España). Los resultados muestran que no hay consenso entre los docentes sobre algunos de los retos que se deben afrontar en un programa bilingüe como la formación y la mayor coordinación que requiere la impartición de DNL en inglés. No obstante, puede concluirse que los docentes pueden realizar contribuciones muy reveladoras que pueden mejorar el diseño y la regulación de los programas bilingües.CLIL programmes are being increasingly implemented in Spain. This study  analyses the data obtained by means of 8 semi-structured interviews as well as questionnaires on the perceptions of 80 teachers, either bilingual and non bilingual, who teach at an Infant or Primary level in half of the state schools running a bilingual program in Cantabria (Spain). Results show that there is no consensus among CLIL and mainstream teachers on perceptions about some of the challenges to be faced in a bilingual program such as training and coordination. Nevertheless, it can be concluded that teachers can make very illuminating contributions that can improve design and regulation of bilingual programmes

RETROALIMENTACIÓN FORMATIVA PARA ESTUDIANTES DE EDUCACIÓN A DISTANCIA

Estudio cualitativo que investiga de qué manera un enfoque de evaluación formativa configura nuevas maneras de retroalimentar a estudiantes de cursos en línea. Participaron 32 profesores de una institución privada que ofrece programas a distancia por Internet. Se diseñó un curso de capacitación para enseñar un modelo de retroalimentación que promueve la evaluación formativa. Los resultados muestran que se puede mejorar la retroalimentación que proporcionan los profesores proveyendo de información al estudiante que tiene que ver con contestar al estudiante las siguientes preguntas a la hora de retroalimentar: ¿Hacia dónde voy? ¿Cuál es el objetivo o la meta? ¿Cómo lo estoy haciendo? ¿Qué sigue después? ¿Cómo se conecta esta actividad con la siguiente? El sentir de los participantes fue positivo, terminaron motivados para incorporar los elementos del modelo a la retroalimentación que dan a sus alumnos

Prosthetic joint infection by Bordetella holmesii: Case report and a review of the literature

Introduction: Bordetella holmesii is a Gram-negative coccobacillus involved in different infections mostly described in case reports. Prosthetic joint infections in relation to this pathogen are rare. Here, we present the third case of B. holmesii in a patient without anatomical or functional spleen dysfunction. Case report: The patient was a 62-year-old female with a total knee prosthesis implanted in 1997 that required multiple replacements of the femoral component due to aseptic loosening in the past years. The patient was admitted to our hospital for an elective replacement surgery due to new radiological signs of loosening. B. holmesii was isolated from synovial fluid obtained during surgery. The identification was performed by matrix-assisted laser desorption ionization-time of flight mass spectrometry and confirmed by 16S rRNA gene amplification and sequencing. Antibiotic treatment was started but 14 days after surgery the patient presented pain and joint effusion. An arthrocentesis was performed and synovial fluid culture was positive again for B. holmesii. Surgical debridement including polyethylene replacement was performed and antibiotic treatment was continued for 3 months. After a 2-year follow-up period, the patient remained asymptomatic and physical examination showed normal function of the prosthesis. Conclusion: B. holmesii is an uncommon cause of bone and joint infections. This case indicates that this microorganism is a potential pathogen of prosthetic or native arthritis, and it should be considered when cultures are negative and in cases presenting torpid evolution

Can the exercise mode determine lipid profile improvements in obese patients?

Influencia del modo de ejercicio sobre el perfil lipídic

Polymer materials derived from the SEAr reaction for gas separation applications

Producción CientíficaA set of linear polymers were synthesized utilizing an electrophilic aromatic substitution reaction (SEAr) between biphenyl and ketone containing electron-withdrawing groups (isatin, IS; N-methylisatin, MeIS; and 4,5-diazafluoren-9-one, DF). Optimization of the polycondensation reaction was made to obtain high molecular weight products when using DF, which has not previously been used for linear polymer synthesis. Due to the absence of chemically labile units, these polymers exhibited excellent chemical and thermal stability. Linear SEAr polymers were blended with porous polymer networks derived from IS and MeIS, and both neat/mixed materials were tested as membranes for gas separation. The gas separation properties of both pristine polymers and mixed matrix membranes were good, showing some polymer membrane CO2 permeability values higher than 200 barrer

Cellular and molecular alterations in neurons and glial cells in inherited retinal degeneration

Multiple gene mutations have been associated with inherited retinal dystrophies (IRDs). Despite the spectrum of phenotypes caused by the distinct mutations, IRDs display common physiopathology features. Cell death is accompanied by inflammation and oxidative stress. The vertebrate retina has several attributes that make this tissue vulnerable to oxidative and nitrosative imbalance. The high energy demands and active metabolism in retinal cells, as well as their continuous exposure to high oxygen levels and light-induced stress, reveal the importance of tightly regulated homeostatic processes to maintain retinal function, which are compromised in pathological conditions. In addition, the subsequent microglial activation and gliosis, which triggers the secretion of pro-inflammatory cytokines, chemokines, trophic factors, and other molecules, further worsen the degenerative process. As the disease evolves, retinal cells change their morphology and function. In disease stages where photoreceptors are lost, the remaining neurons of the retina to preserve their function seek out for new synaptic partners, which leads to a cascade of morphological alterations in retinal cells that results in a complete remodeling of the tissue. In this review, we describe important molecular and morphological changes in retinal cells that occur in response to oxidative stress and the inflammatory processes underlying IRDs.This research was funded by the DGA group B08_17R: Investigación en Retina y Sistema Visual and Fondo Europeo de Desarrollo Regional (FEDER) funds: “Una manera de hacer Europa”, Ministerio de Ciencia e Innovación (FEDER-PID 2019-106230RB-I00), Instituto de Salud Carlos III (PI20/00740-FEDER, RETICS-FEDER RD16/0008/0016), Generalitat Valenciana-FEDER (IDIFEDER/2017/064, PROMETEO/2021/024), Ministerio de Universidades (FPU16/04114), Es Retina Asturias (2019/00286/001). The APC was funded by the DGA group B08_17R: Investigación en Retina y Sistema Visual (FEDER)

Inherited Retinal Dystrophies: Role of Oxidative Stress and Inflammation in Their Physiopathology and Therapeutic Implications

Inherited retinal dystrophies (IRDs) are a large group of genetically and clinically heterogeneous diseases characterized by the progressive degeneration of the retina, ultimately leading to loss of visual function. Oxidative stress and inflammation play fundamental roles in the physiopathology of these diseases. Photoreceptor cell death induces an inflammatory state in the retina. The activation of several molecular pathways triggers different cellular responses to injury, including the activation of microglia to eliminate debris and recruit inflammatory cells from circulation. Therapeutical options for IRDs are currently limited, although a small number of patients have been successfully treated by gene therapy. Many other therapeutic strategies are being pursued to mitigate the deleterious effects of IRDs associated with oxidative metabolism and/or inflammation, including inhibiting reactive oxygen species’ accumulation and inflammatory responses, and blocking autophagy. Several compounds are being tested in clinical trials, generating great expectations for their implementation. The present review discusses the main death mechanisms that occur in IRDs and the latest therapies that are under investigation.This research was funded by DGA group B08_17R: Investigación en Retina y Sistema Visual and Fondo Europeo de Desarrollo Regional (FEDER) funds: “Una manera de hacer Europa”, Ministerio de Ciencia e Innovación (FEDER-PID 2019-106230RB-I00), Instituto de Salud Carlos III (PI20/00740-FEDER, RETICS-FEDER RD16/0008/0016), Generalitat Valenciana-FEDER (IDIFEDER/2017/064, PROMETEO/2021/024), Ministerio de Universidades (FPU16/04114), Es Retina Asturias (2019/00286/001). The APC was funded by DGA group B08_17R: Investigación en Retina y Sistema Visual (FEDER)

On the influence of the proportion of PEO in thermally controlled phase segregation of copoly(ether-imide)s for gas separation

Producción CientíficaA complete series of aliphatic aromatic copoly(etherimide)s, based on an aromatic dianhydride (BPDA), an aromatic diamine (ODA) and a diamino terminated poly(ethylene oxide) (PEO2000) of 2000 g/mol molecular weight, using different PEO contents, has been synthesized. Cast films of these copolymers have been thermally treated and characterized by FTIR-ATR, DSC, TGA and SAXS. It has been found that there is a direct relationship between phase segregation and permeability for increasing treatment temperatures. Results show that permeability is higher when PEO content increases in the copolymer. Selectivity for O2/N2 and CO2/CH4 gas pairs follows the same tendency, while those for CO2/N2, and CH4/N2 give higher selectivities for intermediate (30-40 %) PEO contents. Especially promising are the results for these two pairs of gases because materials with high permeability with high selectivity can be obtained. The Maxwell model has been applied to predict permeability (for CO2, CH4, O2 and N2) from known data for pure BPDA-ODA and neat PEO and it has been found that assuming PEO as the dispersed phase, the use of this equation is adequate for percentages up to approximately a 40 % over which we should assume that it is the aromatic part of the copolymer which plays the role of dispersed phase.Junta de Castilla y León (programa de apoyo a proyectos de investigación – Ref. VA302U13