Efecto de una plataforma virtual en comprensión de lectura y vocabulario: Una alternativa para mejorar las capacidades lectoras en primaria

Frente a los bajos resultados que los niños peruanos obtienen en las pruebas nacionales e internacionales de comprensión de lectura y tomando en consideración el aumento de inversión en tecnología en las instituciones educativas del país, el presente estudio buscó desarrollar y evaluar una herramienta virtual para mejorar la comprensión de lectura. Para ello, se adaptaron las estrategias de comprensión de lectura y ejercicios de vocabulario del entorno virtual ICON y se diseñó la plataforma LEO. Un total de 88 estudiantes de quinto grado de primaria, provenientes de colegios privados de nivel socioeconómico medio-bajo de Lima Metropolitana, participaron en este estudio cuasi-experimental, con un grupo control y un grupo que participó en la intervención digital a lo largo de 12 semanas. Todos los participantes fueron evaluados utilizando pruebas de entrada y salida de comprensión de lectura y vocabulario. Los resultados revelaron que los estudiantes que interactuaron con la plataforma LEO obtuvieron resultados significativamente más altos en la comprensión de textos narrativos y vocabulario luego de finalizada la intervención, respecto a sus puntajes al inicio de la misma y también en comparación con el grupo que no empleó la plataforma. "Effects of a virtual platform in reading comprehension and vocabulary: An alternative to improve reading abilities in Elementary school" Given, on the one hand, the poor results obtained by Peruvian children in the national and international reading assessments. And on the other hand, the increased investment in technology for schools in the country, this study aimed to develop and test an online tool to improve reading comprehension. In order to do this, the reading comprehension strategies and vocabulary activities from the research-based digital environment ICON were adapted to design the platform LEO. A total of 88 fifth graders from urban middle-to-low-income private schools from Lima participated in this quasi-experimental study, which involved a control group and a treatment group that participated in a 12-week teacher-mediated digital intervention. All participants were administered reading and vocabulary assessments pre and post intervention. Results revealed that students who participated in the intervention achieved higher comprehension scores for narrative texts and higher vocabulary scores than those of the control group

A transcriptome-wide atlas of RNP composition reveals diverse classes of mRNAs and lncRNAs

SummaryEukaryotic genomes generate a heterogeneous ensemble of mRNAs and long noncoding RNAs (lncRNAs). LncRNAs and mRNAs are both transcribed by Pol II and acquire 5′ caps and poly(A) tails, but only mRNAs are translated into proteins. To address how these classes are distinguished, we identified the transcriptome-wide targets of 13 RNA processing, export, and turnover factors in budding yeast. Comparing the maturation pathways of mRNAs and lncRNAs revealed that transcript fate is largely determined during 3′ end formation. Most lncRNAs are targeted for nuclear RNA surveillance, but a subset with 3′ cleavage and polyadenylation features resembling the mRNA consensus can be exported to the cytoplasm. The Hrp1 and Nab2 proteins act at this decision point, with dual roles in mRNA cleavage/polyadenylation and lncRNA surveillance. Our data also reveal the dynamic and heterogeneous nature of mRNA maturation, and highlight a subset of “lncRNA-like” mRNAs regulated by the nuclear surveillance machinery

Atmospheric transmittance models for the trace gases in E-OSAEL

Abstract not availabl

Estrategias de comprensión de lectura mediadas por TIC. Una alternativa para mejorar las capacidades lectoras en primaria

En vista de los bajos resultados que los niños peruanos obtienen en las pruebas nacionales e internacionales sobre comprensión de lectura y del aumento de inversión en tecnología en las instituciones educativas del país, el presente estudio busca desarrollar una herramienta virtual efectiva para mejorar la comprensión de lectura. Para ello, se adaptaron las estrategias de comprensión de lectura y ejercicios de vocabulario del entorno virtual ICON y, luego de una intervención de 12 semanas con la plataforma, se evaluaron los resultados de 118 estudiantes provenientes de colegios privados de Lima Metropolitana. Los estudiantes que aplicaron la plataforma obtuvieron mejores resultados luego de finalizada la intervención en comparación con sus puntajes al inicio de la misma y también en comparación con el grupo que no empleó la plataforma

The impact of husbands' involvement in goal‐setting training on women's empowerment: First evidence from an intervention among female microfinance borrowers in Sri Lanka

Offering women access to microcredit and business training is a prominent approach to stimulate women's empowerment. Whereas men seem to profit from business training, women do not. We adjusted a goal‐setting training session on the basis of women's needs in collaboration with a women organization in Sri Lanka. We invited female microfinance borrowers and their husbands to the training as both parties should be involved to change existing gender roles with respect to their income‐generating activity. We investigated the impact of the training on goal‐setting skills, self‐esteem, and the couples' interaction in a subsequent task. In two field experiments, female borrowers and their husbands (nstudy1 = 68; nstudy2 = 76) were randomly assigned to one of three conditions: (a) goal‐setting training and setting goals as couple, (b) goal‐setting training and setting goals individually, or (c) no training (control condition). Participation in the training increased women's SMART (specific, measurable, achievable, realistic, time bound) goal‐setting skills. We coded couples' interactions in a subsequent decision‐making task to assess signs of women's empowerment. Descriptively, we found some initial evidence of increased women's empowerment in the interaction (Study 2). We critically discuss results and how gendered power imbalances may need to be addressed to stimulate social change towards gender equity