Leer de otra manera: la distant reading y la didáctica de la literatura en el entorno digital

[EN] The concept of distant reading and theories of Franco Moretti is reviewed. Its implications are analyzed in order to the teaching of literature, which is changing focus and investment methodologies to focusing on the uniqueness of the work literature, to make way for a quantitative perception and focuses more on the recognition of textual patterns that the proper study of intensive reading[ES] Se revisa el concepto de distant reading y las teorías de Franco Moretti. Son analizadas sus repercusiones en orden a la didáctica de la literatura –en lo que supone de cambio de foco y de inversión de metodologías– que hasta ahora se centraban en lo singular de la obra literaria, para dar paso a una percepción cuantitativa y que atiende más al reconocimiento de patrones textuales que al estudio propio de la lectura intensiva.Garcia Rivera, G.; García-Manso, A. (2016). Leer de otra manera: la distant reading y la didáctica de la literatura en el entorno digital. Lenguaje y Textos. (43):33-40. doi:10.4995/lyt.2016.5821.SWORD334043Alborg, J. L. (1996). Historia de la literatura espa-ola. Madrid: Gredos.Black, R. W. (2009). Online fan fiction, global identities, and imagination. Research in the Teaching of English, 43(4), 397-425.Even-Zohar, I. (1990).Polysystem studies, Durham NC: Duke University Press.Fish, S. E. (1980).Is there a text in this class?: The authority of interpretive communities. Harvard University Press.Iser, W. (1987).El acto de leer: teoría del efecto estético. Madrid: Taurus Ediciones.Jaeger, W. W. (1957). Paideia: los ideales de la cultura griego. Fondo de Cultura Económica.Mendoza Fillola, A. (2001).El intertexto lector: el espacio de encuentro de las aportaciones del texto con las del lector, Univ. de Castilla La Mancha.Moretti, F. (2003). Graphs, Maps, Trees-1. New Left Review, 24, 60-85Moretti, F. (2004). Graphs, Maps, Trees-3. New Left Review, 28, 17-36Moretti, F. (2013). Distant Reading. Londres: Verso.Peterson, R. A. (2005). Problems in comparative research: The example of omnivorousness. Poetics, 33(5-6), 257-282. doi:10.1016/j.poetic.2005.10.002Piscitelli, A. (2011). El Paréntesis de Gutenberg: la religión digital en la era de las pantallas ubicuas (Litwin lectures 2010). Madrid: Santillana.Rodríguez De La Flor Adánez, F. (1997). Biblioclasmo: por una práctica crítica de la lecto-escritura. Junta de Castilla y León.Yllera Fernández, A. Y. (1974). Estilística, poética y semiótica literaria. Madrid: Alianza Universida

Crude drug analysis and elemental content of the leaves and stem bark of Adansonia digitata L. (Malvaceae), an indigenous Ghanaian medicinal plant

Adansonia digitata L. is a tree indigenous to Ghana and West Africa. It is traditionally used for medicinal, religious and nutritional purposes. Different parts of the plant are used traditionally for the treatment of diseases such as anaemia, malaria, asthma and diarrhoea among others. It is therefore necessary to provide standard parameters for identification and for the purpose of quality control. This study thus sought to investigate the pharmacognostic characteristics and elemental properties of the leaves and stem bark of A. digitata grown and used in Ghana. The macroscopic and microscopic characteristics, phytochemical, physicochemical, fluorescence and elemental properties of the leaf and stem bark were determined using standard protocols. The results of the study showed that the leaves of A. digitata were palmate compound and alternately arranged with stipules at each node. The outer bark was observed to be grey in color while the inner bark was pink to brown and laticiferous. Anomocytic stomata and stellate trichomes were also observed microscopically on the leaf surface. The powdered stem bark contained brachysclereids and prismatic calcium oxalate crystals. Saponins, tannins, flavonoids and alkaloids were detected in both leaf and stem bark. They additionally exhibited different fluorescence characters in various solvents. The plant contained major and minor nutritional elements in varying quantities. The results of this study can serve as reliable parameters for accurate identification and authentication of A. digitata L. hence ensuring quality

Structural and functional analysis of virus factories purified from Rabbit vesivirus-infected Vero cells

Rabbit vesivirus infection induces membrane modifications and accumulation of vesicular structures in the cytoplasm of infected Vero cells. Crude RaV replication complexes (RCs) have been purified and their structural and functional properties have been characterized.We show that calnexin, an ER-resident protein, RaV non-structural proteins 2AB-, 2C-, 3A-, 3B- and 3CD-like as well as viral RNAs co-localize within membranous structures which are able to replicate the endogenous RNA templates. The purified virus factories protected their viral RNA contents from microccocal nuclease degradation and were inaccessible to exogenously added synthetic transcripts. In addition, we have shown that RCs can be used to investigate uridylylation of native endogenous VPg. In contrast to the observation that the virus factories were inaccessible to RNAs, RCs were accessible to added recombinant VPg which was subsequently nucleotidylylated. Nevertheless no elongation of an RNA chain attached to native or recombinant VPg could be demonstrated

Cambios cefalométricos en pacientes con Clase II División 1 tratados con pistas planas

La maloclusión Clase II División 1 es considerada por muchos autores como la más frecuente de las deformaciones dentofaciales. Los aparatos funcionales han sido utilizados en miles de pacientes por muchos años, y se han escrito cientos de artículos describiendo su utilidad. Dado que dichos aparatos constituyen una de las tantas modalidades efectivas para solucionar este tipo de maloclusión se decidió evaluar la utilización de las Pistas Planas en el tratamiento de la Clase II División 1, analizando los cambios cefalométricos en 15 pacientes a los 12 meses de tratamiento. Después del tratamiento se observó una disminución del ángulo ANB y la distancia del Pog a la Na Perpendicular, así como un aumento de la longitud mandibular. Se obtuvo una disminución del ángulo del eje facial y, un aumento de la altura facial anteroinferior. Se obtuvieron mejorías en la corrección de la clase II esqueletal aunque, las variaciones cefalométricas no fueron notables.Palabras clave:Síndrome de Clase II División 1, distoclusión, aparatología funcional, Pistas Planas, cambios cefalométricos, retrognatismo mandibular.</p

Morphine with or without Acepromazine in Horses: A Kinematic Evaluation

Morphine is an opioid agonist drug and produces a significant analgesic effect in horses but besides the evidenced analgesic effect, the use of morphine is not routine due to the potential excitatory effects described in the literature. To minimize these effects, neuroleptanalgesia, or the combination of opioids and sedative drugs, is encouraged. Our aim was to describe changes occurring in the locomotor pattern after co-administration of a tranquilizer, acepromazine, and morphine in horses. Six mature horses were used and received four different treatments with saline solution, morphine, acepromazine, or a combination of morphine and acepromazine. A three-dimensional accelerometric device was used to collect data and objectivize those findings moreover the sedative effect of the treatments was also measured. Significant differences were observed when comparing all the treatments in the majority of accelerometric variables, except the regularity of the pattern, some energetic parameters, and tranquilization. An evident counteraction of the effects caused by both morphine and acepromazine was observed. Due to these effects, the possibility of adding acepromazine to an additional analgesic treatment with morphine in the clinical setting ensures the absence of the supplemental instability caused by other sedatives and minimizes the potential opioid excitatory effects

Ecompetentis: a tool for evaluation of generic competences

[ES] Uno de los objetivos del proyecto “Desarrollo de la herramienta eCompetentis para la evaluación de competencias transversales” (EA2009‐0040) financiado por el Ministerio de Educación y Ciencia, fue elaborar un portal web (http://www.ecompetentis.es)   que pretende ser una plataforma de apoyo a los docentes universitarios españoles. Su uso puede ayudarles a desarrollar competencias genéricas en sus actividades docentes y a evaluar a sus estudiantes. Respecto a competencias genéricas, en el portal se ofrecen: instrumentos de evaluación, proyectos de innovación e investigación,   experiencias de éxito y otras utilidades.A día de hoy, el portal incluye instrumentos para la evaluación de las competencias genéricas “trabajo en equipo” y “resolución de problemas”. Pero eCompetentis se ha planteado como un espacio colaborativo, y en breve, dispondrá de otros instrumentos, proyectos y experiencias de compañeros que han manifestado su interés en participar.[EN] One of the aims of the project "Development of eCompetentis tool for assessing generic competences" (EA2009‐0040) funded by the Ministry of Education and Science, was to develop a website (http://www.ecompetentis.es) which has been conceived to be a support framework for Spanish professors. This framework could help them develop generic competences regarding their teaching activities and assess their students. As far as generic competences is concerned, this website offers: assessing tools, innovation and investigation projects and successful experiences, among other tools.At present, the website included tools for the assessment of the generic competences “teamwork” and “problem solving”. However, eCompetentis has been presented as a collaboration space and would soon provide some other tools, projects and experiences of colleagues who are interested in participating.Uno de los objetivos del proyecto “Desarrollo de la herramienta eCompetentis para la evaluación de competencias transversales” (EA2009‐0040) financiado por el Ministerio de Educación y Ciencia, fue elaborar un portal web (http://www.ecompetentis.es) que pretende ser una plataforma de apoyo a los docentes universitarios españolesGarcía García, MJ.; Arranz Manso, G.; Blanco Cotano, J.; Edwards Schachter, M.; Hernández Perdomo, W.; Mazadiego Martínez, L.; Piqué, R. (2011). Ecompetentis: una herramienta para la evaluación de competencias genéricas. REDU. Revista de Docencia Universitaria. 8(1):111-120. https://doi.org/10.4995/redu.2010.6220OJS11112081Fernández Ballesteros, R. (1997). "Evaluación psicológica y tests", en A. Cordero (coord..) La evaluación psicológica en el año 2000, Madrid: TEA, pp.1‐26.Gairín, J. y otros (2009) Nuevas funciones de la evaluación. La evaluación como autorregulación. Madrid, MEC.Gully, S. M., Incalcaterra, K. A., Joshi, A., & Beaubien, J. M. (2002). A meta‐analysis of team‐efficacy, potency, and performance: Interdependence and level of analysis as moderators of observed relationships. Journal of Applied Psychology, 87, 819-832. https://doi.org/10.1037/0021-9010.87.5.819Hambleton (1994) Guideline for Adaptating educational and psychological test: a progress report. European Journal of Psychologycal Assessment, 10, pp. 229‐ 244.Heppner, P.P., & Peterson, C.H. (1982). The development and implications of a personal problem‐solving inventory. Journal of Counseling Psychology, 29, p. 66‐75. https://doi.org/10.1037/0022-0167.29.1.66Heppner, P. P.; Witty, T. E. y Dixon, W. A. (2004). Problem‐Solving Appraisal and Human Adjustment. A Review of 20 Years of Research Using the Problem Solving Inventory. The Counselling Psychologist Vol. 32(3):344‐428. https://doi.org/10.1177/0011000003262793Ibarra Sáiz, M.S. et al (2007) EvalCOMIX: Evaluación de competencias en un contexto de aprendizaje mixto. Memoria Programa Estudios y Análisis MEC EA2007‐ 0099.Porter, C. O. L. H. (2005). Goal orientation: Effects on backing up behavior, performance, efficacy, and commitment in teams. Journal of Applied Psychology, 90, 811-818. https://doi.org/10.1037/0021-9010.90.4.811Rey Ardid, R. (1974) Psicología Médica. Espaxs, Barcelona.Tasa, K.; Taggar, S. y Seijts, G. H. (2007). The development of collective efficacy in teams: a multilevel and longitudinal perspective. Journal of Applied Psychology Vol. 92(1):17‐27. https://doi.org/10.1037/0021-9010.92.1.17Tovar Caro, E. et al (2009). Estudio comparativo sobre nivel de desarrollo de competencias transversales en alumnos de nuevo ingreso en enseñanzas de informática. PROYECTO EA2008‐0043. MEC.Villardón Gallego, L. (2006). Evaluación del aprendizaje para promover el desarrollo de competencias. Educatio siglo XXI, 24: 57 - 76.Wiggins, Grant (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved November 15, 2010 from http://PAREonline.net/getvn.asp?v=2&n=2

Whole-genome sequencing reveals host factors underlying critical COVID-19

Critical COVID-19 is caused by immune-mediated inflammatory lung injury. Host genetic variation influences the development of illness requiring critical care1 or hospitalization2–4 after infection with SARS-CoV-2. The GenOMICC (Genetics of Mortality in Critical Care) study enables the comparison of genomes from individuals who are critically ill with those of population controls to find underlying disease mechanisms. Here we use whole-genome sequencing in 7,491 critically ill individuals compared with 48,400 controls to discover and replicate 23 independent variants that significantly predispose to critical COVID-19. We identify 16 new independent associations, including variants within genes that are involved in interferon signalling (IL10RB and PLSCR1), leucocyte differentiation (BCL11A) and blood-type antigen secretor status (FUT2). Using transcriptome-wide association and colocalization to infer the effect of gene expression on disease severity, we find evidence that implicates multiple genes—including reduced expression of a membrane flippase (ATP11A), and increased expression of a mucin (MUC1)—in critical disease. Mendelian randomization provides evidence in support of causal roles for myeloid cell adhesion molecules (SELE, ICAM5 and CD209) and the coagulation factor F8, all of which are potentially druggable targets. Our results are broadly consistent with a multi-component model of COVID-19 pathophysiology, in which at least two distinct mechanisms can predispose to life-threatening disease: failure to control viral replication; or an enhanced tendency towards pulmonary inflammation and intravascular coagulation. We show that comparison between cases of critical illness and population controls is highly efficient for the detection of therapeutically relevant mechanisms of disease

Key Learning Outcomes for Clinical Pharmacology and Therapeutics Education in Europe: A Modified Delphi Study.

Harmonizing clinical pharmacology and therapeutics (CPT) education in Europe is necessary to ensure that the prescribing competency of future doctors is of a uniform high standard. As there are currently no uniform requirements, our aim was to achieve consensus on key learning outcomes for undergraduate CPT education in Europe. We used a modified Delphi method consisting of three questionnaire rounds and a panel meeting. A total of 129 experts from 27 European countries were asked to rate 307 learning outcomes. In all, 92 experts (71%) completed all three questionnaire rounds, and 33 experts (26%) attended the meeting. 232 learning outcomes from the original list, 15 newly suggested and 5 rephrased outcomes were included. These 252 learning outcomes should be included in undergraduate CPT curricula to ensure that European graduates are able to prescribe safely and effectively. We provide a blueprint of a European core curriculum describing when and how the learning outcomes might be acquired