Improvement of teaching, learning and english usage: common errors (F)

Se ha desarrollado el programa iErrors-F, disponible a modo de juego para aprender los errores comunes del uso del inglés (F) en . Dicho proyecto (2015-2-2009) complementa otros nueve (07NA2037, 08A4087, 092016, 102008, 112007, 122022, 2013-12-2009, 2014-12-2013 y 2016-1-2009), que permitieron desarrollar, respectivamente, los programas iFalseFriends, iPartialFalseFriends, iAnglicisms, iErrors-A, iErrors-B, iErrors-C, iErrors-D, iErrors-E and iErrors-G, disponibles a modo de juego para aprender los “falsos amigos” o cognados entre inglés y español , los “amigos inconsistentes” o cognados parciales entre dichos idiomas , los anglicismos , los errores comunes en inglés (A) , los errores comunes en inglés (B) , los errores comunes en inglés (C) , los errores comunes en inglés (D) los errores comunes en inglés (E) y los errores comunes en inglés (G) . Conviene resaltar que estos desarrollos se basan en el aprendizaje de forma lúdica, mediante un juego educativo, lo cual potencia su uso por todos en general y por las nuevas generaciones en particular. Esto diferencia a estos desarrollos de otras alternativas, como son las listas de textos escritos o diccionarios existentes. Dicho con otras palabras, el objetivo es innovar desde el diccionario clásico al juego educativo. Consideramos que ello es un elemento clave para incentivar y motivar al posible usuario. Dichos juegos educativos están diseñados para una visualización óptima desde el navegador web Apple Safari con iPhone e iPod touch (también se pueden usar en el iPad, así como con Mac o Windows). Es indudable que el inglés es el idioma universal y la lingua franca de nuestros días. Sin embargo, el nivel general de inglés en la Universidad de Córdoba puede ser significativamente mejorado, incluyendo Personal Docente e Investigador (PDI), alumnos y Personal de Administración y Servicios (PAS). Esta realidad puede extrapolarse a Andalucía y a España entera. Se trata de un hecho de notable importancia, sobre todo si se tiene en cuenta que la tendencia progresiva es hacia la impartición de clases en inglés. Por tanto, la situación actual nos pone en desventaja frente al proceso de Convergencia Europea (ECTS/EEES), la competitividad empresarial y el acceso al mercado laboral de nuestros egresados, por citar sólo algunos ejemplos. Esta realidad cobra especial relevancia en un mundo cada vez más globalizado. Faltan, por otra parte, herramientas específicas de enseñanza, aprendizaje, uso y perfeccionamiento del inglés (con aplicación académica general, docente, investigadora, asistencial y de gestión) que incidan en las peculiaridades de los hispanoparlantes en general y de los universitarios en particular. El proyecto realizado ha usado las nuevas Tecnologías de la Información y la Comunicación (TIC) para el desarrollo y aplicación de herramientas multimedia y multiplataforma que ayuden a mejorar dichas carencias. El programa contiene una base de datos de errores comunes en el uso del inglés (F). El funcionamiento del recurso es tan intuitivo que no requiere instrucciones especiales: basta navegar hasta iErrors-F y seguir las instrucciones del juego educativo que aparecen en pantalla. La metodología utilizada es doble. Por una parte, se ha desarrollado dicho programa a modo de juego de aprendizaje para su acceso universal vía Internet. Por otra parte, los alumnos han jugado con el mismo de forma presencial y no presencial, analizándose después en clase los avances alcanzados en el aprendizaje del inglés, mediante las correspondientes evaluaciones de progreso. Con ello se ha conseguido una significativa mejora en el aprendizaje de inglés de los alumnos, en un campo en el que los propios angloparlantes cometen errores. El uso de esta herramienta permite una mejora de la docencia, aprendizaje y uso de dicho idioma, mejorando también con ello la calidad de las diferentes actividades desarrolladas en la universidad: académica general, docente, investigadora, asistencial y de gestión. De este modo se contribuye a aumentar la competitividad de la universidad, preparando a la misma para una mejor adaptación al Sistema de Convergencia Europea, actualizando la docencia en las nuevas tecnologías y mejorando la formación pedagógica del profesorado. Asimismo, todo ello genera un perfil más internacional y abierto de nuestra universidad, incrementando su calidad, y con ello el número de alumnos y profesores que la elijan.The application iErrors-F has been developed, being available as a game to learn common errors in English usage (F) in . Such project (2015-2-2009) complement other nine (07NA2037, 08A4087, 092016, 102008, 112007, 122022, 2013-12-2009, 2014-12-2013 and 2016-1-2009), which allowed to develop, respectively, the applications iFalseFriends, iPartialFalseFriends, iAnglicisms, iErrors-A, iErrors-B, iErrors-C, iErrors-D, iErrors-E and iErrors-G, available as games to learn “false friends” or cognates between English and Spanish , “inconsistent friends” or partial cognates between such languages , anglicisms , common errors in English (A) , common errors in English (B) , l common errors in English (C) , common errors in English (D) , common errors in English (E) and common errors in English (G) . It is important to remark that these developments are based on ludic learning, by means of educational games (edutainment), which enhance their use by all in general, and the new generations in particular. That sets apart these developments from other alternatives, like lists of available written texts or dictionaries. In other words, the objective is to innovate from classic dictionaries to educational games. We consider that this is a key element to encourage and motivate the potential user. Such educational games are designed for an optimal visualization from Apple Safari web browser, with iPhone and iPod touch (they can be also used with iPad, as well as Mac o Windows). It is obvious that English is the universal langue and lingua franca of our days. Yet, the general English level at the University of Cordoba (including faculty, students and administrative staff) can be significantly improved. This situation can be extrapolated to Andalusia and the whole Spain. That is a critical fact, mainly when taking into account that there is a progressive trend towards lecturing in English language. Therefore, the current situation represents a disadvantage for us in the context of European Convergence [European Credit Transfer and Accumulation System (ECTS)/European Higher Education Area (EHEA)], business competitiveness and access to labor market of graduates, among others. This situation takes special relevance in a world that is becoming globalized. On the other hand, there is a lack of specific tools for teaching, learning, use and improvement of English language (with general academic application, education, research, assistance and management), taking into account the Spanish-speaking people in general, and university students in particular. The project carried out has used the new Information and Communication Technologies (ICT) for development and deployment of multimedia and cross-platform tools to help improve such shortcomings. The application contains a database of common errors of English usage (F). Operation of the resource is so intuitive that it does not require special instructions: just navigate to iErrors-F and follow the simple directions of the edutainment game, showing on the screen. The methodology used is twofold. On one side, such application has been developed as a learning game for universal access via Internet. On other side, students have played with it in classrooms and outside locations (distance-learning), analyzing later on in classrooms the goals reached in English learning, by means of corresponding progress assessments. That has allowed to accomplish a significant improvement in English learning of students, in an area in which even English-speaking people make mistakes. Such tool allows an improvement of lecturing, learning and usage of such language, further improving that way the quality of different activities carried out at the university: academic in general, education, investigation, assistance and management. This is, therefore, a contribution to increase the university competitiveness, training for a better adaptation to the European Convergence System, updating teaching in new technologies and improving pedagogical level of teachers. Additionally, all that generates a more international and open profile of our university, increasing its quality, and thus the number of students and teachers applying for it

Treatment with tocilizumab or corticosteroids for COVID-19 patients with hyperinflammatory state: a multicentre cohort study (SAM-COVID-19)

Objectives: The objective of this study was to estimate the association between tocilizumab or corticosteroids and the risk of intubation or death in patients with coronavirus disease 19 (COVID-19) with a hyperinflammatory state according to clinical and laboratory parameters. Methods: A cohort study was performed in 60 Spanish hospitals including 778 patients with COVID-19 and clinical and laboratory data indicative of a hyperinflammatory state. Treatment was mainly with tocilizumab, an intermediate-high dose of corticosteroids (IHDC), a pulse dose of corticosteroids (PDC), combination therapy, or no treatment. Primary outcome was intubation or death; follow-up was 21 days. Propensity score-adjusted estimations using Cox regression (logistic regression if needed) were calculated. Propensity scores were used as confounders, matching variables and for the inverse probability of treatment weights (IPTWs). Results: In all, 88, 117, 78 and 151 patients treated with tocilizumab, IHDC, PDC, and combination therapy, respectively, were compared with 344 untreated patients. The primary endpoint occurred in 10 (11.4%), 27 (23.1%), 12 (15.4%), 40 (25.6%) and 69 (21.1%), respectively. The IPTW-based hazard ratios (odds ratio for combination therapy) for the primary endpoint were 0.32 (95%CI 0.22-0.47; p < 0.001) for tocilizumab, 0.82 (0.71-1.30; p 0.82) for IHDC, 0.61 (0.43-0.86; p 0.006) for PDC, and 1.17 (0.86-1.58; p 0.30) for combination therapy. Other applications of the propensity score provided similar results, but were not significant for PDC. Tocilizumab was also associated with lower hazard of death alone in IPTW analysis (0.07; 0.02-0.17; p < 0.001). Conclusions: Tocilizumab might be useful in COVID-19 patients with a hyperinflammatory state and should be prioritized for randomized trials in this situatio

Endoscopic submucosal dissection (ESD) of antral subepithelial lesion suspected of malignancy

Subepithelial gastric tumours comprise a heterogeneous group of lesions. Endoscopic ultrasonography with fine-needle aspiration (EUS-FNA) is a useful approach but cannot always offer a definitive diagnosis to guide future therapeutic decisions. In the case we describe, biopsy samples of an antral subepithelial lesion and cytological analysis obtained with an EUS-FNA suggested the diagnosis of an adenocarcinoma. Endoscopic submucosal dissection (ESD) allowed en bloc resection of the tumour ensuring diagnosis and providing a definitive treatment

Mejora de la enseñanza, aprendizaje y uso del inglés: errores comunes (F)

The application iErrors-F has been developed, being available as a game to learn common errors in English usage (F) in https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-F. Such project (2015-2-2009) complement other nine (07NA2037, 08A4087, 092016, 102008, 112007, 122022, 2013-12-2009, 2014-12-2013 and 2016-1-2009), which allowed to develop, respectively, the applications iFalseFriends, iPartialFalseFriends, iAnglicisms, iErrors-A, iErrors-B, iErrors-C, iErrors-D, iErrors-E and iErrors-G, available as games to learn “false friends” or cognates between English and Spanish https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iFalseFriends, “inconsistent friends” or partial cognates between such languages https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iPartialFalseFriends, anglicisms https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iAnglicisms, common errors in English (A) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-A, common errors in English (B) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-B, l common errors in English (C) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-C, common errors in English (D) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-D, common errors in English (E) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-E and common errors in English (G) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-G. It is important to remark that these developments are based on ludic learning, by means of educational games (edutainment), which enhance their use by all in general, and the new generations in particular. That sets apart these developments from other alternatives, like lists of available written texts or dictionaries. In other words, the objective is to innovate from classic dictionaries to educational games. We consider that this is a key element to encourage and motivate the potential user. Such educational games are designed for an optimal visualization from Apple Safari web browser, with iPhone and iPod touch (they can be also used with iPad, as well as Mac o Windows). It is obvious that English is the universal langue and lingua franca of our days. Yet, the general English level at the University of Cordoba (including faculty, students and administrative staff) can be significantly improved. This situation can be extrapolated to Andalusia and the whole Spain. That is a critical fact, mainly when taking into account that there is a progressive trend towards lecturing in English language. Therefore, the current situation represents a disadvantage for us in the context of European Convergence [European Credit Transfer and Accumulation System (ECTS)/European Higher Education Area (EHEA)], business competitiveness and access to labor market of graduates, among others. This situation takes special relevance in a world that is becoming globalized. On the other hand, there is a lack of specific tools for teaching, learning, use and improvement of English language (with general academic application, education, research, assistance and management), taking into account the Spanish-speaking people in general, and university students in particular. The project carried out has used the new Information and Communication Technologies (ICT) for development and deployment of multimedia and cross-platform tools to help improve such shortcomings. The application contains a database of common errors of English usage (F). Operation of the resource is so intuitive that it does not require special instructions: just navigate to iErrors-F and follow the simple directions of the edutainment game, showing on the screen. The methodology used is twofold. On one side, such application has been developed as a learning game for universal access via Internet. On other side, students have played with it in classrooms and outside locations (distance-learning), analyzing later on in classrooms the goals reached in English learning, by means of corresponding progress assessments. That has allowed to accomplish a significant improvement in English learning of students, in an area in which even English-speaking people make mistakes. Such tool allows an improvement of lecturing, learning and usage of such language, further improving that way the quality of different activities carried out at the university: academic in general, education, investigation, assistance and management. This is, therefore, a contribution to increase the university competitiveness, training for a better adaptation to the European Convergence System, updating teaching in new technologies and improving pedagogical level of teachers. Additionally, all that generates a more international and open profile of our university, increasing its quality, and thus the number of students and teachers applying for it.Se ha desarrollado el programa iErrors-F, disponible a modo de juego para aprender los errores comunes del uso del inglés (F) en https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-F. Dicho proyecto (2015-2-2009) complementa otros nueve (07NA2037, 08A4087, 092016, 102008, 112007, 122022, 2013-12-2009, 2014-12-2013 y 2016-1-2009), que permitieron desarrollar, respectivamente, los programas iFalseFriends, iPartialFalseFriends, iAnglicisms, iErrors-A, iErrors-B, iErrors-C, iErrors-D, iErrors-E and iErrors-G, disponibles a modo de juego para aprender los “falsos amigos” o cognados entre inglés y español https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iFalseFriends, los “amigos inconsistentes” o cognados parciales entre dichos idiomas https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iPartialFalseFriends, los anglicismos https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iAnglicisms, los errores comunes en inglés (A) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-A, los errores comunes en inglés (B) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-B, los errores comunes en inglés (C) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-C, los errores comunes en inglés (D) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-D los errores comunes en inglés (E) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-E y los errores comunes en inglés (G) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-G. Conviene resaltar que estos desarrollos se basan en el aprendizaje de forma lúdica, mediante un juego educativo, lo cual potencia su uso por todos en general y por las nuevas generaciones en particular. Esto diferencia a estos desarrollos de otras alternativas, como son las listas de textos escritos o diccionarios existentes. Dicho con otras palabras, el objetivo es innovar desde el diccionario clásico al juego educativo. Consideramos que ello es un elemento clave para incentivar y motivar al posible usuario. Dichos juegos educativos están diseñados para una visualización óptima desde el navegador web Apple Safari con iPhone e iPod touch (también se pueden usar en el iPad, así como con Mac o Windows). Es indudable que el inglés es el idioma universal y la lingua franca de nuestros días. Sin embargo, el nivel general de inglés en la Universidad de Córdoba puede ser significativamente mejorado, incluyendo Personal Docente e Investigador (PDI), alumnos y Personal de Administración y Servicios (PAS). Esta realidad puede extrapolarse a Andalucía y a España entera. Se trata de un hecho de notable importancia, sobre todo si se tiene en cuenta que la tendencia progresiva es hacia la impartición de clases en inglés. Por tanto, la situación actual nos pone en desventaja frente al proceso de Convergencia Europea (ECTS/EEES), la competitividad empresarial y el acceso al mercado laboral de nuestros egresados, por citar sólo algunos ejemplos. Esta realidad cobra especial relevancia en un mundo cada vez más globalizado. Faltan, por otra parte, herramientas específicas de enseñanza, aprendizaje, uso y perfeccionamiento del inglés (con aplicación académica general, docente, investigadora, asistencial y de gestión) que incidan en las peculiaridades de los hispanoparlantes en general y de los universitarios en particular. El proyecto realizado ha usado las nuevas Tecnologías de la Información y la Comunicación (TIC) para el desarrollo y aplicación de herramientas multimedia y multiplataforma que ayuden a mejorar dichas carencias. El programa contiene una base de datos de errores comunes en el uso del inglés (F). El funcionamiento del recurso es tan intuitivo que no requiere instrucciones especiales: basta navegar hasta iErrors-F y seguir las instrucciones del juego educativo que aparecen en pantalla. La metodología utilizada es doble. Por una parte, se ha desarrollado dicho programa a modo de juego de aprendizaje para su acceso universal vía Internet. Por otra parte, los alumnos han jugado con el mismo de forma presencial y no presencial, analizándose después en clase los avances alcanzados en el aprendizaje del inglés, mediante las correspondientes evaluaciones de progreso. Con ello se ha conseguido una significativa mejora en el aprendizaje de inglés de los alumnos, en un campo en el que los propios angloparlantes cometen errores. El uso de esta herramienta permite una mejora de la docencia, aprendizaje y uso de dicho idioma, mejorando también con ello la calidad de las diferentes actividades desarrolladas en la universidad: académica general, docente, investigadora, asistencial y de gestión. De este modo se contribuye a aumentar la competitividad de la universidad, preparando a la misma para una mejor adaptación al Sistema de Convergencia Europea, actualizando la docencia en las nuevas tecnologías y mejorando la formación pedagógica del profesorado. Asimismo, todo ello genera un perfil más internacional y abierto de nuestra universidad, incrementando su calidad, y con ello el número de alumnos y profesores que la elijan

Nuclear IGF-1R predicts chemotherapy and targeted therapy resistance in metastatic colorectal cancer

BACKGROUND: Although chemotherapy is the cornerstone treatment for patients with metastatic colorectal cancer (mCRC), acquired chemoresistance is common and constitutes the main reason for treatment failure. Monoclonal antibodies against insulin-like growth factor-1 receptor (IGF-1R) have been tested in pre-treated mCRC patients, but results have been largely deceiving. METHODS: We analysed time to progression, overall survival, and the mutational status of RAS, BRAF and nuclear p-IGF-1R expression by immunohistochemistry, in 470 metastatic CRC patients. The effect of IGF-1R activation and distribution was also assessed using cellular models of CRC and RNAi for functional validation. RESULTS: Nuclear IGF-1R increased in metastatic tumours compared to paired untreated primary tumours, and significantly correlated with poor overall survival in mCRC patients. In vitro, chemo-resistant cell lines presented significantly higher levels of IGF-1R expression within the nuclear compartment, and PIAS3, a protein implicated also in the sumoylation process of intranuclear proteins, contributed to IGF-1R nuclear sequestration, highlighting the essential role of PIAS3 in this process. Intriguingly, we observed that ganitumab, an IGF-1R blocking-antibody used in several clinical trials, and dasatinib, an SRC inhibitor, increased the nuclear localisation of IGF-1R. CONCLUSIONS: Our study demonstrates that IGF-1R nuclear location might lead to chemotherapy and targeted agent resistance

Non-invasive oxygenation support in acutely hypoxemic COVID-19 patients admitted to the ICU : a multicenter observational retrospective study

Background: Non-invasive oxygenation strategies have a prominent role in the treatment of acute hypoxemic respiratory failure during the coronavirus disease 2019 (COVID-19). While the efficacy of these therapies has been studied in hospitalized patients with COVID-19, the clinical outcomes associated with oxygen masks, high-flow oxygen therapy by nasal cannula and non-invasive mechanical ventilation in critically ill intensive care unit (ICU) patients remain unclear. Methods: In this retrospective study, we used the best of nine covariate balancing algorithms on all baseline covariates in critically ill COVID-19 patients supported with > 10 L of supplemental oxygen at one of the 26 participating ICUs in Catalonia, Spain, between March 14 and April 15, 2020. Results: Of the 1093 non-invasively oxygenated patients at ICU admission treated with one of the three stand-alone non-invasive oxygenation strategies, 897 (82%) required endotracheal intubation and 310 (28%) died during the ICU stay. High-flow oxygen therapy by nasal cannula (n = 439) and non-invasive mechanical ventilation (n = 101) were associated with a lower rate of endotracheal intubation (70% and 88%, respectively) than oxygen masks (n = 553 and 91% intubated), p < 0.001. Compared to oxygen masks, high-flow oxygen therapy by nasal cannula was associated with lower ICU mortality (hazard ratio 0.75 [95% CI 0.58-0.98), and the hazard ratio for ICU mortality was 1.21 [95% CI 0.80-1.83] for non-invasive mechanical ventilation. Conclusion: In critically ill COVID-19 ICU patients and, in the absence of conclusive data, high-flow oxygen therapy by nasal cannula may be the approach of choice as the primary non-invasive oxygenation support strategy