Identificación de genes asociados a virulencia, serotipificación y epidemiología de Streptococcus agalactiae en mujeres embarazadas en un hospital del tercer nivel de atención

Evaluación de la epidemiología clínica e identificación de los serotipos del Estreptococo del Grupo B (EGB) en la infección perinatal en un hospital de tercer nivel de atención del Noreste de México. Bajo un consentimiento informado se realizó el cultivo microbiológico de muestras vaginorectales a mujeres embarazadas de entre las semanas 35-37 de gestación, que ingresaron por trabajo de parto o cesárea programada, y a todos los recién nacidos de madres colonizadas por el EGB de la Unidad Médica de Alta Especialidad (UMAE) No. 23 hospital de Ginecología y Obstetricia “Dr. Ignacio Morones Prieto”, perteneciente al Instituto Mexicano del Seguro Social en Monterrey, Nuevo León, en el periodo de enero a diciembre del 2018 para la detección del EGB. La identificación de los serotipos de los asilados de EGB se realizó mediante pruebas de catalasa, tinción de Gram, así como las pruebas de identificación específicas, como lo son, hidrólisis de hipurato, prueba de CAMP, crecimiento en el medio cromogénico Strep B Carrot Broth™ Kit y la prueba de aglutinación de látex para identificación de grupo por medio del SLIDEX® STREPTO PLUS kit. La determinación de los serotipos se realizó mediante el ImmuLex™ Strep-B, el cual permite la identificación de los serotipos Ia, Ib-IX. Se evaluó la distribución clonal de los aislados, mediante la técnica de Electroforesis en Gel de Campos Pulsados (PFGE). Se realizó el cultivo microbiológico a las 1154 muestras obtenidas de las pacientes embarazadas y sus recién nacidos, siendo posible el aislamiento de 17 cepas pertenecientes al Streptococcus agalactiae, observando una prevalencia del 1.47%. En cuanto a la transmisión madre-producto, se obtuvo un porcentaje de transmisión del 0% y cabe mencionar que ninguno de los recién nacidos presento complicaciones en el seguimiento a tres meses posteriores al parto. Al realizar la serotipificación en látex fue posible la identificación de los serotipos Ib (11.7%), el serotipo II (29.4%), el serotipo III (23.5%), el serotipo IV (23.5%) y por último el serotipo V (11.7%). La PFGE se realizó a los 17 aislados obtenidos, sin embargo, de acuerdo su patrón clonal, no se pudo identificar similitud entre los patrones electroforéticos de las muestras. Se identificaron los genes codificantes para factores de virulencia PI-1, PI-2A, PI-2B, Lmb, CylE, FbsA, FbsB, ScpB, HvgA, y bca. SUMMARY Evaluation of the clinical epidemiology and identification of Group B Streptococcus (GBS) serotypes of in perinatal infection in a tertiary care hospital in Northeast Mexico. After signed an informed consent, microbiological culture of vagino-rectal samples was performed on pregnant women between weeks 35-37 of gestation, who were admitted for labor or scheduled cesarean. All newborns of colonized mothers by the GBS of “Unidad Médica de Alta Especialidad” (UMAE) No. 23 Gynecology and Obstetrics Hospital “Dr. Ignacio Morones Prieto ", belonging to the Instituto Mexicano del Seguro Social at Monterrey, Nuevo León, in a period from January to December 2018. The identification of the serotypes of the isolates of GBS was performed by catalase tests, Gram stain, and more specific identification tests, such as, hippurate hydrolysis, CAMP test, growth in the chromogenic medium and Strep B Carrot Broth ™ Kit. The latex agglutination test for group identification was performed with the SLIDEX® STREPTO PLUS kit. Serotypes were determined using the ImmuLex ™ Strep-B, which allows the identification of serotypes Ia, Ib-IX. The clonal distribution of the isolates was evaluated using the Pulsed Field Gel Electrophoresis (PFGE) technique. The microbiological culture was performed on the 1154 samples obtained from the pregnant patients and their newborns, being possible the isolation of 17 strains belonging to Streptococcus agalactiae, observing a prevalence of 1.47%. Regarding the mother-product transmission, a percentage of transmission of 0% was obtained and it is worth mentioning that none of the newborns presented complications in the follow-up at three months after delivery. When carrying out the serotyping in latex it was possible to identify the serotypes Ib (11.7%), serotype II (29.4%), serotype III (23.5%), serotype IV (23.5%) and finally serotype V (11.7) %). The PFGE was performed at the 17 isolates obtained, however, according to its clonal pattern, no similarity could be identified between the electrophoretic patterns of the samples. The genes coding for virulence factors PI-1, PI-2A, PI-2B, Lmb, CylE, FbsA, FbsB, ScpB, HvgA, and bca were identified

Modelo de Uso óptimo del territorio en el PRDU: Región de La Araucanía

The Regional Urban Development Plan (UDRP) for the Araucanía Region was prepared using methods taken from ecology-based physical planning and from the integrated analysis of natural systems. In this way, a series of processes for aggregation, extraction, map algebra and logic operators was produced, making the best use of the analytical potential of ArcView(c) and its Spatial Analyst extension, in order to develop a GIS model to determine the optimum multi-purpose use of the territory, which was the basis used for the proposed zoning of this regional planning instrumentPeer Reviewe

Diseño y validación de una escala de percepción de los estudiantes sobre la cultura de evaluación como aprendizaje

引领教育转型为我们提出了新的挑战，让我们对将学习和评估看作为同一个教育过程这个想法有了更深入的理解，以此促使我们重新思考教学实践。该研究的主要目的是对用来测量学生对于评估即学习这一观念想法的工具进行建设和验证。这是一项探索性和描述性的研究，对来自智利阿劳卡尼亚大区的505名中小学教育阶段的学生进行验证。由专家对工具内容的效度进行评判，通过克隆巴赫系数和麦克唐纳的欧米伽指标确定工具的信度，同时使用探索性和验证性因子模型以及结构方程模型进行建构分析。结果验证得到量表的三个构成元素：自我评估文化、协作文化和学习的技术文化。工具在学校系统应用中满足了数据的质量和严格性所提出的要求。同时该工具在关于将评估与学习融合为一体这个议题上给出了支持。另一方面该研究也引出了我们对教育实践的思考。最后该工具给我们提出了一个参考，这个参考推动着我们对二十一世纪校园提倡的深入学习机会进行自我评估和反思。Liderar a transformação educacional desafia a repensar a prática pedagógica a partir de uma compreensão profunda de aprendizagem e avaliação como um processo formativo único. O objetivo do artigo é descrever o processo de construção e validação de um instrumento que procura investigar a perceção dos estudantes sobre a cultura de avaliação e de aprendizagem. É um estudo de caráter exploratório e descritivo, em cujo processo de validação participam 505 estudantes do ensino primário e secundário da região de La Araucanía, no Chile. A validade do conteúdo do instrumento foi desenvolvida através do julgamento de peritos. Por outro lado, a fiabilidade foi determinada com o coeficiente Alfa de Cronbach e o indicador Ómega de McDonald, enquanto a análise de construção contemplou a aplicação de modelos de análise fatorial exploratória, confirmatória e de equações estruturais. Os resultados permitiram definir uma escala constituída por três fatores: cultura de autoavaliação, cultura de colaboração e cultura tecnológica de aprendizagem. O instrumento demonstrou cumprir as garantias e o rigor estatístico para a sua aplicação no sistema escolar. Conclui-se que este instrumento contribui para a discussão sobre a integração da avaliação e da aprendizagem como uma construção única. O instrumento contribui para a ressignificação das práticas de avaliação, ao oferecer uma referência que propicia a autoavaliação e a reflexão sobre as oportunidades de aprendizagem profunda promovidas nas escolas do século XXILiderar a transformação educacional desafia a repensar a prática pedagógica a partir de uma compreensão profunda de aprendizagem e avaliação como um processo formativo único. O objetivo do artigo é descrever o processo de construção e validação de um instrumento que procura investigar a perceção dos estudantes sobre a cultura de avaliação e de aprendizagem. É um estudo de caráter exploratório e descritivo, em cujo processo de validação participam 505 estudantes do ensino primário e secundário da região de La Araucanía, no Chile. A validade do conteúdo do instrumento foi desenvolvida através do julgamento de peritos. Por outro lado, a fiabilidade foi determinada com o coeficiente Alfa de Cronbach e o indicador Ómega de McDonald, enquanto a análise de construção contemplou a aplicação de modelos de análise fatorial exploratória, confirmatória e de equações estruturais. Os resultados permitiram definir uma escala constituída por três fatores: cultura de autoavaliação, cultura de colaboração e cultura tecnológica de aprendizagem. O instrumento demonstrou cumprir as garantias e o rigor estatístico para a sua aplicação no sistema escolar. Conclui-se que este instrumento contribui para a discussão sobre a integração da avaliação e da aprendizagem como uma construção única. O instrumento contribui para a ressignificação das práticas de avaliação, ao oferecer uma referência que propicia a autoavaliação e a reflexão sobre as oportunidades de aprendizagem profunda promovidas nas escolas do século XXI.Overseeing educational transformation demands a rethink of pedagogical practice according to a more in-depth understanding of learning and assessment as a single formative process. The aim of the present article is to describe the elaboration and validation an instrument that seeks to investigate student perceptions of the culture of assessment as learning. The study is exploratory and descriptive in nature and comprises 505 primary and secondary school students from the region of La Araucanía, Chile. Content validity of the instrument was examined by an expert panel. Further, reliability was determined according to Cronbach’s Alpha coefficient and MacDonald’s Omega indicator, whilst construct analysis included the development of exploratory and confirmatory factor analysis and structural equation models. Findings revealed a scale made up of three factors: culture of self-assessment, culture of collaboration and technological culture of learning. The instrument meets requisites for statistical rigour required for its application in the school system. It can be concluded that this instrument contributes to the discussion on the integration of assessment and learning as a single construct. The instrument also contributes redefining assessment practices by providing a reference that encourages self-assessment and reflection on the profound learning opportunities that are provided by schools in the 21st century.Liderar la transformación educativa desafía a repensar la práctica pedagógica desde la comprensión profunda de aprendizaje y evaluación como un solo proceso formativo. El objetivo del artículo es describir el proceso de construcción y validación de un instrumento que busca indagar en la percepción que tienen los estudiantes sobre la cultura de evaluación como aprendizaje. Es un estudio de carácter exploratorio y descriptivo, participan del proceso de validación 505 estudiantes de educación primaria y secundaria de la región de La Araucanía, Chile. La validez de contenido del instrumento se desarrolló mediante el juicio de expertos. Por otro lado, la confiabilidad se determinó con el coeficiente Alfa de Cronbach y el indicador Omega de McDonald, mientras que el análisis de constructo contempló la aplicación de modelos de análisis factorial exploratorio, confirmatorio y de ecuaciones estructurales. Los resultados permitieron definir una escala constituida por tres factores: cultura de autoevaluación, cultura de colaboración y cultura tecnológica de aprendizaje. El instrumento demostró cumplir con las garantías y rigurosidad estadística para su aplicación en el sistema escolar. Se concluye que este instrumento aporta a la discusión sobre la integración de la evaluación y el aprendizaje como un solo constructo. El instrumento contribuye a la resignificación de las prácticas evaluativas, al ofrecer un referente que propicia la autoevaluación y reflexión sobre las oportunidades de aprendizaje profundo que se promueven en las escuelas del siglo XXI

Relationship between variables mediating teacher performance and educational outcomes: An approach to school leadership

Este artículo estudia la relación entre variables mediadoras del desempeño docente y resultados educativos de escuelas primarias según referentes estandarizados de calidad en Chile. La muestra está constituida por 213 docentes de 50 centros escolares de la región de La Araucanía. Para la medición de las variables mediadoras: condiciones de trabajo, motivación del profesorado y habilidades para la enseñanza, se utilizó un cuestionario tipo escala likert. El estudio demuestra que existe relación entre variables mediadoras y resultados educativos. Esta relación es más significativa en la variable habilidades para la enseñanza, lo que implica el desafío de asumir un liderazgo pedagógico.This paper raises the relation between the mediating variables of teacher performance and the educational results of primary schools concerning the standardized references of quality in Chile. The sample of this study consisted of 213 teachers who belonged to 50 schools from Araucanía Region. To measure mediating variables: working conditions, teacher motivation and teaching skills, two Likert Scale Questionnaires were used. This study demonstrates a relation between the mediating variables and the educational results. This relationship is stronger regarding teaching skills variable, which implies the challenge of assuming a pedagogical leadershi

A new microbial gluten-degrading prolyl endopeptidase: Potential application in celiac disease to reduce gluten immunogenic peptides

Gluten is a complex of proteins present in barley, wheat, rye and several varieties of oats that triggers celiac disease in genetically predisposed subjects. Gluten is notoriously difficult to digest by mammalian proteolytic enzymes and therefore, proline-rich digestion-resistant peptides contain multiple immunogenic epitopes. Prolyl endopeptidases (PEP) hydrolyse internal proline residues on the carboxyl side of peptides and have been proposed for food gluten detoxification and as oral enzyme supplementation for celiacs. The aim of this study was to identify new gluten-degrading microbial enzymes with the potential to reduce gluten immunogenicity by neutralizing its antigenic epitopes. Using a gluten-degrading colony screening approach, a bacterial isolate (2RA3) displaying the highest glutenase activity was selected, characterized and its genome completely sequenced. The identification through 16S rDNA gene sequencing showed a 99,1% similarity to Chryseobacterium taeanense. Hydrolysis of gluten immunogenic peptides (GIP) was further monitored, over a 48-hour period, by colony encapsulation in gliadin-containing microspheres, followed by detection with the G12 anti-GIP monoclonal antibody. Glutenase activity was detected in the extracellular medium of 2RA3 cultures, where gel electrophoresis and gliadin zymography revealed the presence of a ~50 kDa gluten-degrading enzyme. Nano-ESI-Q-TOF of the excised active band identified 7 peptides contained in the protein product predicted for an open reading frame (ORF) in the 2RA3 genome. Based on sequence similarity to the PEP family, the new enzyme was named PEP 2RA3. The PEP 2RA3 coding sequence was PCR-amplified from C. taeanense 2RA3, cloned and expressed in Escherichia coli as a C-terminally His-tagged recombinant protein and purified by Ni-NTA affinity chromatography. The recombinant protein, with predicted molecular mass and isoelectric point of 78.95 kDa and 6.8, respectively, shows PEP activity with standard chromogenic substrates, works optimally at pH 8.0 and 30°C and remains stable at pH 6.0 and 50°C, indicating a potential use in gluten-containing food process applications. The ability of the recombinant enzyme to degrade GIP in beer into smaller peptides was confirmed.Ministry of Science and Innovation AGL2009-0906

Consenso de la Rama de Genética de la Sociedad Chilena de Pediatría sobre las anomalías congénitas de mal pronóstico vital (ACMPV)

ResumenIntroducciónLa rama de genética de la Sociedad Chilena de Pediatría, en relación con el proyecto de ley que regula la despenalización de la interrupción voluntaria del embarazo en 3 causales, centrándose en la segunda causal que considera al «embrión o feto que padezca una alteración estructural congénita o genética incompatible con la vida extrauterina», se reunió para discutir conforme a la evidencia científica qué anomalías congénitas (AC) podrían ser incluidas en el proyecto de ley.MetodologíaLos expertos en genética clínica se centraron en 10 AC. Se efectuó revisión bibliográfica y una reunión extraordinaria para discutirla.ResultadosSe acordó no emplear el término «incompatible con la vida extrauterina», pues existen excepciones de sobrevidas más prolongadas y cambiar por «anomalía congénita de mal pronóstico vital (ACMPV)». Se evaluaron 10 AC: defectos graves de cierre del tubo neural: anencefalia, iniencefalia y craneorraquisquisis, hipoplasia pulmonar, feto acardio, ectopia cordis, triploidía no mosaico, complejo limb body wall, anomalía body stalk, trisomía 13, trisomía 18 y agenesia renal bilateral. Se analizaron los hallazgos sobre prevalencia, historia natural, métodos diagnósticos prenatales, sobrevida, casos descritos de sobrevida prolongada. Para catalogarlas como ACMPV se consideraron: sobrevida posnatal, existencia de tratamientos y evolución posterior e historia natural sin intervenciones.ConclusiónLas ACMPV incluidas serían: anencefalia, hipoplasia pulmonar severa, feto acardio, ectopia cordis cervical, triploidía no mosaico, complejo limb body wall, anomalía body stalk, trisomía 13 no mosaico, trisomía 18 no mosaico y agenesia renal bilateral. Se requiere para el diagnóstico que toda mujer gestante tenga acceso a evaluaciones ecográficas de anatomía fetal, y en ocasiones a resonancia magnética y estudios citogenéticos y moleculares.AbstractIntroductionThe Genetic Branch of the Chilean Society of Paediatrics, given the draft Law governing the decriminalisation of abortion on three grounds, focusing on the second ground, which considers the “embryo or foetus suffering from a congenital structural anomaly or a genetic disorder incompatible with life outside the womb”, met to discuss the scientific evidence according to which congenital anomalies (CA) may be included in this draft law.MethodologyExperts in clinical genetics focused on 10 CA, reviewed the literature evidence, and met to discuss it.ResultsIt was agreed not to use the term “incompatible with life outside the womb”, as there are exceptions and longer survivals, and change to “congenital anomaly of poor prognosis (CAPP)”. Ten CA were evaluated: serious defects of neural tube closure: anencephaly, iniencephaly and craniorachischisis, pulmonary hypoplasia, acardiac foetus, ectopia cordis, non-mosaic triploidy, “limb body wall” complex, “body stalk” anomaly, trisomy 13, trisomy 18, and bilateral renal agenesis. Findings on the prevalence, natural history, prenatal diagnostic methods, survival, and reported cases of prolonged survival were analysed. Post-natal survival, existence of treatments, and outcomes, as well as natural history without intervention, were taken into account in classifying a CA as a CAPP.ConclusionA CAPP would be: anencephaly, severe pulmonary hypoplasia, acardiac foetus, cervical ectopia cordis, non-mosaic triploidy, limb body wall complex, body stalk anomaly, non-mosaic trisomy 13, non-mosaic trisomy 18, and bilateral renal agenesis. For their diagnosis, it is required that all pregnant women have access to assessments by foetal anatomy ultrasound and occasionally MRI, and cytogenetic and molecular testing

Inclusion of Migrant Students in the Region of La Araucanía, Chile: Representations from School Leaders

El creciente fenómeno migratorio que vive Chile, sumado a la diversidad étnica y cultural propia del territorio, desafía a los líderes escolares a repensar escenarios educativos que favorezcan los procesos de inclusión y justicia socia del estudiantado. En este contexto, el objetivo del presente artículo es describir las representaciones de docentes directivos acerca de la inclusión de estudiantes migrantes en centros educativos de la región de La Araucanía, Chile. La investigación utiliza un método mixto y posee un alcance descriptivo. Los participantes son 79 directores y directoras de escuelas y liceos subvencionados por el Estado. Los resultados evidencian que los líderes escolares asumen la inclusión escolar desde un enfoque técnico y desarrollan prácticas focalizadas principalmente en dar cumplimiento a la normativa de la Ley de Inclusión, por sobre la implementación de prácticas orientadas a favorecer el desarrollo profesional docente y el aprendizaje del estudiantado. Las conclusiones destacan la necesidad de transitar hacia liderazgos más inclusivos y críticos, capaces influenciar prácticas sustentadas en el reconocimiento y valoración de las diferencias del estudiantado como oportunidad para favorecer el proceso de enseñanza-aprendizajes desde un enfoque inclusivo e intercultural

Deep Learning Analyses to Delineate the Molecular Remodeling Process after Myocardial Infarction

Specific proteins and processes have been identified in post-myocardial infarction (MI) pathological remodeling, but a comprehensive understanding of the complete molecular evolution is lacking. We generated microarray data from swine heart biopsies at baseline and 6, 30, and 45 days after infarction to feed machine-learning algorithms. We cross-validated the results using available clinical and experimental information. MI progression was accompanied by the regulation of adipogenesis, fatty acid metabolism, and epithelial-mesenchymal transition. The infarct core region was enriched in processes related to muscle contraction and membrane depolarization. Angiogenesis was among the first morphogenic responses detected as being sustained over time, but other processes suggesting post-ischemic recapitulation of embryogenic processes were also observed. Finally, protein-triggering analysis established the key genes mediating each process at each time point, as well as the complete adverse remodeling response. We modeled the behaviors of these genes, generating a description of the integrative mechanism of action for MI progression. This mechanistic analysis overlapped at different time points; the common pathways between the source proteins and cardiac remodeling involved IGF1R, RAF1, KPCA, JUN, and PTN11 as modulators. Thus, our data delineate a structured and comprehensive picture of the molecular remodeling process, identify new potential biomarkers or therapeutic targets, and establish therapeutic windows during disease progression

Deep Learning Analyses to Delineate the Molecular Remodeling Process after Myocardial Infarction

Specific proteins and processes have been identified in post-myocardial infarction (MI) pathological remodeling, but a comprehensive understanding of the complete molecular evolution is lacking. We generated microarray data from swine heart biopsies at baseline and 6, 30, and 45 days after infarction to feed machine-learning algorithms. We cross-validated the results using available clinical and experimental information. MI progression was accompanied by the regulation of adipogenesis, fatty acid metabolism, and epithelial-mesenchymal transition. The infarct core region was enriched in processes related to muscle contraction and membrane depolarization. Angiogenesis was among the first morphogenic responses detected as being sustained over time, but other processes suggesting post-ischemic recapitulation of embryogenic processes were also observed. Finally, protein-triggering analysis established the key genes mediating each process at each time point, as well as the complete adverse remodeling response. We modeled the behaviors of these genes, generating a description of the integrative mechanism of action for MI progression. This mechanistic analysis overlapped at different time points; the common pathways between the source proteins and cardiac remodeling involved IGF1R, RAF1, KPCA, JUN, and PTN11 as modulators. Thus, our data delineate a structured and comprehensive picture of the molecular remodeling process, identify new potential biomarkers or therapeutic targets, and establish therapeutic windows during disease progression