Objetivos de desarrollo sostenible y educación para el desarrollo sostenible: aplicaciones a la enseñanza de la asignatura Cinética Química del Grado en Química: Sustainable development goals and education for sustainable development: applications to the teaching of the Chemical Kinetics subject of the Degree in Chemistry

Resumen: El objetivo de este artículo es presentar una propuesta didáctica enmarcada en la educación para el desarrollo sostenible (EDS) que incorpore los Objetivos de Desarrollo Sostenible (ODS) para permitir al alumnado profundizar en temas globales en la asignatura Cinética Química (CQ) en la enseñanza universitaria. Se describirán las actividades de CQ y se establecerán las relaciones entre los ODS y la adquisición de las competencias y los contenidos, prestando especial atención a la sostenibilidad como tema transversal. Se presentará el análisis de una encuesta anónima con el fin de obtener datos cuantitativos y así valorar la eficacia de las actividades enmarcadas en la EDS que el alumnado realiza en la asignatura. La encuesta revela que el alumnado ha tomado conciencia de que además de adquirir conocimientos, profundiza en los ODS y en competencias sociales útiles tanto para su vida laboral como personal. Palabras clave: Objetivos de Desarrollo Sostenible, Educación para el Desarrollo Sostenible, educación superior, Educación para la Ciudadanía Global, química, competencias sociales.   Abstract: The purpose of this article is to present a didactic proposal framed in Education for Sustainable Development (ESD) that incorporates the Sustainable Development Goals (SDGs) to allow students deepen on global issues in the Chemical Kinetics (CK) subject in higher education. The activities of CK will be described and the relationships between the SDGs and the acquisition of competences and contents will be established, with particular attention to sustainability as a cross-cutting theme. The analysis of an anonymous survey will be presented in order to obtain quantitative data and thus to value the effectiveness of the activities framed in the ESD that students carry out in the subject. The survey reveals that students have become aware that in addition to acquiring knowledge, they also deepen on the SDGs, and on social competences that will be useful for both their lives and their professional careers. Key words: Sustainable Development Goals, Education for Sustainable Development, higher education, Global Citizenship Education, chemistry, social competences.

An Approach to the illustrated album

El álbum ilustrado se puede definir como un libro en el cual el texto y las ilustraciones se complementan para dar una información global e integral del relato contado en el mismo. Con este artículo pretendemos realizar una pequeña aproximación a este género literario, exponiendo las definiciones de algunos autores, así como las principales características del mismo. También se hace un breve recorrido sobre la evolución del álbum ilustrado a lo largo del tiempo, haciendo mención a algunas editoriales que publican este tipo de género literario.The illustrated album can be defined as a book in which the text and illustrations complement each other to give a global and integral information of the story told in it. With this article we intend to make a small approach to this literary genre, exposing the definitions of some authors, as well as the main characteristics of it. There is also a brief tour of the evolution of the illustrated album over time, mentioning some publishers that publish this type of literary genre

Sustainable development goals and education for sustainable development: applications to the teaching of the Chemical Kinetics subject of the Degree in Chemistry

El objetivo de este artículo es presentar una propuesta didáctica enmarcada en la educación para el desarrollo sostenible (EDS) que incorpore los Objetivos de Desarrollo Sostenible (ODS) para permitir al alumnado profundizar en temas globales en la asignatura Cinética Química (CQ) en la enseñanza universitaria. Se describirán las actividades de CQ y se establecerán las relaciones entre los ODS y la adquisición de las competencias y los contenidos, prestando especial atención a la sostenibilidad como tema transversal. Se presentará el análisis de una encuesta anónima con el fin de obtener datos cuantitativos y así valorar la eficacia de las actividades enmarcadas en la EDS que el alumnado realiza en la asignatura. La encuesta revela que el alumnado ha tomado conciencia de que además de adquirir conocimientos, profundiza en los ODS y en competencias sociales útiles tanto para su vida laboral como personal.The purpose of this article is to present a didactic proposal framed in Education for Sustainable Development (ESD) that incorporates the Sustainable Development Goals (SDGs) to allow students deepen on global issues in the Chemical Kinetics (CK) subject in higher education. The activities of CK will be described and the relationships between the SDGs and the acquisition of competences and contents will be established, with particular attention to sustainability as a cross-cutting theme. The analysis of an anonymous survey will be presented in order to obtain quantitative data and thus to value the effectiveness of the activities framed in the ESD that students carry out in the subject. The survey reveals that students have become aware that in addition to acquiring knowledge, they also deepen on the SDGs, and on social competences that will be useful for both their lives and their professional careers

The Influence of Cross-Linguistic Similarity and Language Background on Writing to Dictation

The current research was completed and thanks to financial aid provided by the doctoral research grant FPU16/01748 to AI and grants from the Ministerio de Ciencia, Innovacion y Universidades-Fondos Feder to TB (PGC2018-093786-B-I00) and DP (PCIN-2015-165-C02-01 and PSI2017-89324-C2-1-P) and from the Feder Andalucia to TB (A-CTS-111-UGR18 and P20.00107).This study used a word dictation task to examine the influence of a variety of factors on word writing production: cognate status (cognate vs. non-cognate words), orthographic (OS) and phonological similarity (PS) within the set of cognate words, and language learning background [late bilinguals (LBs) with academic literacy and formal instruction in English and Spanish, and heritage speakers (HSs) with academic literacy and formal instruction only in English]. Both accuracy and reaction times for the first key pressed by participants (indicating lexical access), and the time required to type the rest of the word after the first keypress (indicating sublexical processing) was assessed. The results revealed an effect of PS on the dictation task particularly for the first keypress. That is, cognates with high PS were processed faster than cognates with low PS. In contrast to reading studies in which PS only revealed a significant effect when the OS between languages was high (O + P+ vs. O + P−), in the dictation to writing task, the phonology had a more general effect across all conditions, regardless of the level of OS. On the other hand, OS tended to be more influential for typing the rest of the word. This pattern is interpreted as indicating the importance of phonology (and PS in cognates) for initial lexical retrieval when the input is aural. In addition, the role of OS and PS during co-activation was different between groups probably due to the participants’ linguistic learning environment. Concretely, HSs were found to show relatively lower OS effects, which is attributed to the greater emphasis on spoken language in their Spanish language learning experiences, compared to the formal education received by the LBs. Thus, the study demonstrates that PS can influence lexical processing of cognates, as long as the task demands specifically require phonological processing, and that variations in language learning experiences also modulate lexical processing in bilinguals.Ministerio de Ciencia, Innovacion y Universidades-Fondos Feder FPU16/01748Feder Andalucia PGC2018-093786-B-I00 PCIN-2015-165-C02-01 PSI2017-89324-C2-1-PA-CTS-111-UGR18 P20.0010

The regular practice of exercise as brake to stop progression of Alzheimer's disease

Objetivo: Analizar las evidencias sobre la eficacia de la práctica regular de ejercicio físico para retrasar la progresión de la enfermedad de Alzheimer. Metodología: Revisión narrativa a través de la búsqueda bibliográfica en diferentes bases de datos como la Biblioteca Virtual Cochrane, PubMed, CINHAL, CUIDEN Y LILACS. Se aplicaron criterios de inclusión y exclusión para perfeccionar la búsqueda y la selección de los artículos. Resultados: Se analizaron 20 artículos que destacaban que una terapia basada en ejercicio físico afecta positivamente a distintos aspectos de la vida del paciente, ya sea a nivel físico, mental o social. Se han comprobado los efectos beneficiosos que tiene la práctica de ejercicio aeróbico combinado con ejercicios de fuerza, equilibrio y movilidad, en la cognición global del paciente y síntomas psíquicos, en su habilidad para desempeñar las actividades cotidianas y en disminuir la carga del cuidador, todo ello relacionado a su vez con respetar las sesiones programadas estimulando la motivación de los pacientes. Conclusiones: Dada la alta incidencia de la enfermedad de Alzheimer, sería conveniente concienciar a los profesionales de la salud, en especial a las enfermeras, para introducir la práctica del ejercicio físico en el cuidado de estos pacientesObjective: Analyze evidence about the efficacy of regular physical exercise to slower decline in Alzheimer’s disease. Method: Narrative review by a bibliographic research in different databases like Cochrane Library, PubMed, CINHAL, CUIDEN and LILACS. It applies inclusion and exclusion standards to improve the research and selection of articles. Results: 20 articles were selected for its analysis; they conclude a therapy based in physical exercise affects positively different areas of patient’s life, in physical, mental and social levels. It has proved the beneficial effects that exercise has. Aerobic exercise, strength, balance and mobility exercises have an impact on global cognition, psychical symptoms; ability to perform activities in daily basis activities and to decrease care burden. Everything is related to respect programmed sessions to stimulate the patient`s motivation. Conclusion: Due to high influence of Alzheimer’s disease, it would be advisable to raise awareness within the health professionals, especially nurses, in order to implement an exercise program for these patient

Baseline MxA mRNA expression predicts interferon beta response in multiple sclerosis patients

Background Myxovirus resistance protein A (MxA) is a molecule induced after interferon-beta injection, mostly used to evaluate its bioactivity. There is little available data on clinical utility of baseline MxA mRNA status. The objective of the study is to investigate whether baseline MxA mRNA expression can predict relapse and disease progression in multiple sclerosis patients treated with interferon-beta. Methods Baseline blood samples were obtained before the first interferon-beta dose was administered to evaluate MxA mRNA expression using real-time polymerase chain reaction (PCR). Demographic and clinical variables were prospectively recorded to define treatment responder and non responder groups. Results 104 patients were included in the study. Baseline MxA mRNA expression was significantly lower in the group of patients who met the definition of responders (1.07 vs 1.95, Student t test, p<0.0001). A threshold of 1.096 was established using Receiver Operating Characteristic analysis to differentiate between responders and non-responders (sensitivity 73.9%, specificity 69.0%). Survival analysis using this threshold showed that time to next relapse (p<0.0001) and to EDSS progression (p = 0.01) were significantly higher in patients with lower MxA titers. Conclusion The results suggest that baseline MxA mRNA levels may be useful for predicting whether multiple sclerosis patients will respond or not to interferon-beta treatment

Transfer effects from language processing to visual attention dynamics: The impact of orthographic transparency

The consistency between letters and sounds varies across languages. These differences have been proposed to be associated with different reading mechanisms (lexical vs. phonological), processing grain sizes (coarse vs. fine) and attentional windows (whole words vs. individual letters). This study aimed to extend this idea to writing to dictation. For that purpose, we evaluated whether the use of different types of processing has a differential impact on local windowing attention: phonological (local) processing in a transparent language (Spanish) and lexical (global) processing of an opaque language (English). Spanish and English monolinguals (Experiment 1) and Spanish–English bilinguals (Experiment 2) performed a writing to dictation task followed by a global–local task. The first key performance showed a critical dissociation between languages: the response times (RTs) from the Spanish writing to dictation task was modulated by word length, whereas the RTs from the English writing to dictation task was modulated by word frequency and age of acquisition, as evidence that language transparency biases processing towards phonological or lexical strategies. In addition, after a Spanish task, participants more efficiently processed local information, which resulted in both the benefit of global congruent information and the reduced cost of incongruent global information. Additionally, the results showed that bilinguals adapt their attentional processing depending on the orthographic transparency.Doctoral Research Grant, Spanish Government FPU16/01748Feder Andalucia A-CTS111-UGR18 P20.00107Ministerio de Ciencia, Innovacion y Universidades-Fondos Feder A-SEJ-416-UGR20 PID2019-111359GB-I00/AEI/10.13039/501100011033 PGC2018-093786-B-I0

Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function

Learning a new language is an important goal that many individuals find difficult to achieve, particularly during adulthood. Several factors have related this variability to different extrinsic (learning condition, difficulty of the materials) and intrinsic (cognitive abilities) factors, but the interaction between them is barely known. In two experiments, participants learned English grammar rules in intentional (Experiment 1) or explicit (Experiment 2), and incidental learning-contexts. Overall, results of this study indicated that intentional-explicit conditions benefitted rule-learning, as compared to incidental conditions. This benefit was mainly present when participants were learning an easy-rule; explicit and incidental learning did not differ in the case of participants learning a difficult rule (Experiment 2). Moreover, individual differences in executive functioning predicted successful learning in interaction with difficulty. When learning an easy-rule, proactive control facilitated intentional learning. In contrast, when participants were learning a complex-rule, incidental learning was enhanced by lower involvement of proactive control.Universidad de Granad

La investigación al aula: una práctica sobre la Igualdad y relaciones íntimas en el contexto universitario

El objetivo de este trabajo es llevar la investigación sobre igualdad en las relaciones de pareja al aula. Para ello elaboramos una práctica, de carácter voluntario, consistente en la realización de un cuestionario tipo escala Likert de 25 preguntas en las que se describen conductas asociadas empírica y teóricamente a la desigualdad y al maltrato. Se pide a los y las participantes que se posicionen y a continuación, que reflexionen sobre sus puntuaciones, sus sentimientos y que señalen qué ítems eliminarían por irrelevantes y cuáles añadirían. Se les oferta a un total de 94 alumnos y alumnas del grado de criminología, de los que finalmente la entregan 68. De las respuestas obtenidas podemos concluir que la práctica ayudó a tomar conciencia y descubrir cómo algunas conductas que se consideran” dentro de la vida cotidiana” están posicionándoles en un umbral de desigualdad y maltrato

Application of refrigeration for debittering table olives

During the process of making table olives, it is necessary to remove bitterness caused by phenolic compounds like oleuropein. This debittering effect is achieved by degrading these compounds into non-bitter ones that are beneficial for health due to their antioxidant properties. One of the most used methods is alkaline debittering using NaOH but the main drawback is the environmental impact generated by wastes and degradation of high-value nutraceutical compounds in olives. Different olive debittering pre-treatments followed by refrigeration storage at 5ºC during 90 days have been performed using Ocal variety olives (Olea europaea L.) by combining heat, β- glucosidase and Lactobacillus plantarum treatments. Oleuropein and hydroxytyrosol concentrations were determined in olive pulp and brine. The data has been complemented with sensory tests. The treatment with the best results was storage in refrigeration, which achieved significant debittering and greater degradation of oleuropein, due to the action of endogenous enzymes of the olives