2,864 research outputs found

    La educación sexual en el ámbito de la discapacidad intelectual: identificación de buenas prácticas

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    La educación sexual integral es considerada en la actualidad un derecho humano fundamental y universal que concierne de igual manera a todas las personas. A pesar de que la vivencia satisfactoria de la sexualidad constituye un elemento esencial para alcanzar el bienestar de todos los individuos, las personas con discapacidad intelectual o del desarrollo se han visto privadas a lo largo de la historia de mecanismos adecuados que les permitan satisfacer esta necesidad básica. Numerosos estudios y proyectos realizados en diversos países (Estados Unidos, Chile, Uruguay) y en diferentes regiones de España (Madrid, Castilla y León, Canarias, Asturias) certifican la función de los profesionales y, especialmente, de las familias de personas con discapacidad intelectual o del desarrollo, como eslabón principal en la transmisión de la educación sexual y aportan instrumentos de apoyo para llevar a término la intervención. En este contexto, la Enfermería puede contribuir notoriamente, desempeñando una labor primordial en la formación, orientación y ayuda a los colectivos implicados en el proceso y obtener como recompensa la enorme gratitud de colaborar en la mejora de la calidad de vida de las personas con discapacidad intelectual o del desarrollo y de sus familias.OtroGrado en Enfermerí

    A mechanistic study on the phototoxicity of atorvastatin: singlet oxygen generation by a phenanthrene-like photoproduct

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    Atorvastatin calcium (ATV) is one of the most frequently prescribed drugs worldwide. Among the adverse effects observed for this lipid-lowering agent, clinical cases of cutaneous adverse reactions have been reported and associated with photosensitivity disorders. Previous work dealing with ATV photochemistry has shown that exposure to natural sunlight in aqueous solution leads to photoproducts resulting from oxidation of the pyrrole ring and from cyclization to a phenanthrene derivative. Laser flash photolysis of ATV, at both 266 and 308 nm, led to a transient spectrum with two maxima at λ ) 360 and λ ) 580 nm (τ ) 41 μs), which was assigned to the primary intermediate of the stilbene-like photocyclization. On the basis of the absence of a triplet-triplet absorption, the role of the parent drug as singlet oxygen photosensitizer can be discarded. By contrast, a stable phenanthrene-like photoproduct would be a good candidate to play this role. Laser flash photolysis of this compound showed a triplet-triplet transient absorption at λmax ) 460 nm with a lifetime of 26 μs, which was efficiently quenched by oxygen (kq ) 3 ((0.2) × 109 M-1 s-1). Its potential to photosensitize formation of singlet oxygen was confirmed by spin trapping experiments, through conversion of TEMP to the stable free radical TEMPO. The photoreactivity of the phenanthrene-like photoproduct was investigated using Trp as a marker. The disappearance of the amino acid fluorescence (λmax ) 340 nm) after increasing irradiation times at 355 nm was taken as a measurement of photodynamic oxidation. To confirm the involvement of a type II mechanism, the same experiment was also performed in D2O; this resulted in a significant enhancement of the reaction rate. On the basis of the obtained photophysical and photochemical results, the phototoxicity of atorvastatin can be attributed to singlet oxygen formation with the phenanthrene-like photoproduct as a photosensitizer

    Digitally literate: framework for the development of digital literacy

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    The development of information and communication technology is placing the need for the acquisition of digital skills at the same level of the acquisition of conventional reading and calculus competences. The importance of being digitally literate increases as society becomes progressively more digital. This paper explores the concept of digital literacy and it intends to develop a framework for the development and dissemination of digital literacy as well as to propose a survey that will throughout time provide an assessment of individuals' digital skills. It begins by examining the various definitions of digital literacies and proceeds then to a discussion of what is being done to promote them and what can be done to improve their dissemination. The framework this paper proposes is composed of three core elements: access to technology, education and culture. The survey it recommends is an European Union-wide instrument of digital literacy measurement

    Framing social media and web-based communities within the COVID-19 pandemic: enduring social isolation and subsequent deconfinement

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    As images circulate of people, all around the world, watching their cities from their windows and balconies, a sense of solemnity emerges. The COVID-19 pandemic forced millions of people to seclusion in an attempt to control contagion. The social isolation deriving from the adoption of containment strategies have displaced social interaction to online settings. Social media and web-based communities assume an increasingly central role in this scenario of pandemic, with an ever-growing number of people turning to these platforms to maintain social connection, to obtain information and to keep a sense of community. This paper aims to examine and frame the role of social media and web-based communities in the context of the COVID-19 pandemic. It reviews current literature to propose a framework based on five main purposes of social media use and web-based communities: preserving physical health, promoting mental health, tending to education/business, searching and sharing information and socializing.info:eu-repo/semantics/acceptedVersio

    E-assessment systems: an evaluation framework from the perspective of higher education experts

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    Assessment represents a central aspect of the learning process. As learning environments become more flexible and unbound by the restrictions of traditional education and as students increase in number and diversity, technology assumes a critical role in the support of a more adequate, scalable and personalised assessment. The employment of eassessment systems can assist teachers in the development of several e-assessment initiatives, especially at a time when there is an unprecedented migration towards online learning. This paper aims to identify the essential characteristics of effective eassessment systems by appraising an evaluation framework to assist teachers to select efficient systems. The learning technology and e-assessment experts, who completed an online questionnaire, validated the identification of the key characteristics of effective e-assessment systems: variety of assessment design options, scalability, security, accessibility and usability, feedback features, personalisation, financial cost and interoperability.info:eu-repo/semantics/acceptedVersio

    Framework for Web 2.0 implementation in higher education: experts’ validation

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    Technology, and Web 2.0 in particular, has been the focus of many universities’ efforts to respond to 21st-century learners’ demands and the volatile nature of the modern workplace. Web 2.0, with the numerous benefits it presents, seems to fit the needs of a socially connected and information-led society, but its integration in educational settings remains an intricate process. This paper examines the factors that potentiate the successful integration of Web 2.0 tools in higher education, by structuring them into a framework composed of six elements. The framework was validated by an online questionnaire that was distributed among higher education experts, who reiterated the importance of all the factors: technology selection, user-friendly tools, students’ participation, high number of active students, relevant content, and features for content addition and communication.A tecnologia, e a Web 2.0 em particular, tem sido o foco do esforço de resposta, de muitas universidades, às demandas dos alunos do século 21 e à natureza volátil do local de trabalho contemporâneo. A Web 2.0, com os inúmeros benefícios que apresenta, parece atender às necessidades de uma sociedade socialmente conectada e orientada pela informação, mas a sua integração em ambientes educacionais permanece um processo complexo. Este trabalho examina os fatores que potencializam a integração bem-sucedida de ferramentas da Web 2.0 no ensino superior, estruturando-as numa framework composta por seis elementos. A framework foi validada por um questionário online, distribuído entre especialistas do ensino superior, que reiterou a importância de todos os fatores: seleção de tecnologia, ferramentas fáceis de usar, participação dos alunos, grande número de alunos ativos, conteúdo relevante e recursos para a introdução de conteúdo e comunicação.info:eu-repo/semantics/acceptedVersio
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