¿Cómo estudia la publicidad los temas multiculturales? : un análisis de contenido de las metodologías utilizadas en las investigaciones de cruces culturales entre países (1965-2009)

El diseno de anuncios publicitarios estandarizados viene marcando una tendencia importante como parte de las estrategias creativas y de mercado para proyectar las marcas y productos en diferentes paises y plataformas. Con ello, los publicistas pretenden mejorar la eficacia de los mensajes en sus audiencias potenciales, sin considerar muchas veces otros factores como es la estructura social y cultural que modela el enfoque de la percepcion y el consumo de los medios. Este fenomeno tambien ha sido de interes para los investigadores de la comunicacion publicitaria, que vienen ocupandose los ultimos anos en estudiar y comparar la respuesta a los mensajes publicitarios en diferentes contextos culturales. La investigacion que se presenta desarrolla un analisis de contenido de articulos sobre cross-culture publicados en los tres journals o revistas academicas de referencia del ambito de la publicidad a nivel internacional. Los resultados constatan un predominio de estudios cuantitativos, basados en analisis de contenido.The design of standardized advertising is marking an important trend as part of the creative and marketing strategies to project the brands and products in different countries and platforms. Thus, advertisers seek to improve the effectiveness of the messages in their potential audiences, often without considering other factors such as social and cultural structure modeling approach to perception and media consumption. This phenomenon has also been of interest to researchers in the marketing communication, which is seized in recent years to study and compare the response to advertising messages in different cultural contexts. The research presented here develops a content analysis of cross-culture articles published in the three reference journals in the field of advertising. Results indicate a predominance of quantitative studies based on content analysis

Teacher Education for Citizenship in a Globalized World: a Case Study in Spain

Abstract: Considering the attention that global citizenship education has recently received, it is not much of a surprise that teacher education programs and courses around the world are including stated goals related to the preparation of teachers to educate their students for global and participatory citizenship. This is also the case of the Faculty of Education at the University of Cantabria (Spain). This study explores how a group of teacher educators from this university conceptualize citizenship education, if they include global perspectives in their notions, and how they educate for democracy in an increasingly globalized world. Although teacher education can contribute to challenge pre-service teachers’ perceptions of the nation state as the only locus for democracy and citizenship, the inclusion of global perspectives done by these teacher educators has been very limited. Also, the participants that were more globally concerned were those who had a stronger sense of social justice

The paradoxes of citizenship education: Frames and factors influencing dispositions toward discussing political issues in the classroom

This article aims to explore two assumptions that have underpinned most research on teachers' perceptions of citizenship education (CE). These are, firstly, that teachers' perceptions of CE are relatively coherent, conscious and classifiable into citizenship models and, secondly, that these perceptions are strongly connected to their political ideology and civic engagement. In this article, we present a study conducted at a Spanish public university to test these two assumptions. We designed a questionnaire to investigate the possible effect of tacit framing on preservice teachers' perceptions of CE -by observing whether the use of different wording led them to reason about CE in different, or even contradictory, ways- and the relationship between preservice teachers' disposition toward discussing current political issues and their political ideology and civic engagement. The findings illustrate the power of framing in shaping CE perceptions and show a non-significant relationship between preservice teachers' disposition toward including politica issues in the classroom and their political ideology/civic engagement. Although the items used in the questionnaire cannot fully account for the diversity of views of CE, political ideologies and civic engagement experiences, the results provide enough evidence to begin questioning the assumptions that have dominated the research on teachers' perceptions about CE. These results have important implications for social studies educators and scholars

Immune Checkpoint Inhibitors and RAS–ERK Pathway-Targeted Drugs as Combined Therapy for the Treatment of Melanoma

Metastatic melanoma is a highly immunogenic tumor with very poor survival rates due to immune system escape-mechanisms. Immune checkpoint inhibitors (ICIs) targeting the cytotoxic T-lymphocyte-associated protein 4 (CTLA4) and the programmed death-1 (PD1) receptors, are being used to impede immune evasion. This immunotherapy entails an increment in the overall survival rates. However, melanoma cells respond with evasive molecular mechanisms. ERK cascade inhibitors are also used in metastatic melanoma treatment, with the RAF activity blockade being the main therapeutic approach for such purpose, and in combination with MEK inhibitors improves many parameters of clinical efficacy. Despite their efficacy in inhibiting ERK signaling, the rewiring of the melanoma cell-signaling results in disease relapse, constituting the reinstatement of ERK activation, which is a common cause of some resistance mechanisms. Recent studies revealed that the combination of RAS-ERK pathway inhibitors and ICI therapy present promising advantages for metastatic melanoma treatment. Here, we present a recompilation of the combined therapies clinically evaluated in patients.Funding: PC lab is supported by grant PID2021-126288OB-I00 from the Spanish Ministry of Science (MICIU/AEI/FEDER, UE); PIE 202220E003 from Agencia Estatal Consejo Superior de Investigaciones Científicas; and CIBERONC from the Instituto de Salud Carlos III (ISCIII). AP: Spanish Ministry of Science (PID2020-115605RB-I00), CIBERONC, Junta de Castilla y León (CSI146P20), and the CRIS Cancer Foundation. Our labs receive support from the European Union Regional Development Funding Program (FEDER)

The consensus on citizenship education purposes in teacher education

Although education for democratic citizenship has long been a powerful rationale for social studies education, researchers still report a significant gap between this purpose and what is really taught in classrooms. Explanations of this phenomenon vary, but literature on citizenship education (CE) research has largely interpreted this gap as a result of (preservice) teachers' political worldviews or lack of civic experiences. Other evidence, however, suggests that teacher socialization processes generate conventions about what is necessary, possible, and reasonable in CE that go beyond teachers' political views and behaviors. This mixed-method study, developed at a Spanish university, aims to explore the understandings of CE shared by preservice teachers with different political ideologies and levels of civic engagement. The findings of this study have deep implications for teacher education courses aimed at fostering CE and the curricular inclusion of current social issues."This research was funded by the Vice-rectorate for Research and Knowledge Transfer of the University of Cantabria (No. 11.VU03.64662)"

Curriculum History in Spain: the dual rurality of a subfield still under construction

The historiography of curriculum and school subjects does not have a long tradition in Spain. Even today it is still a comparatively marginal focus of interest within the academic tribe of Spanish education historians, to the point that some of its most substantial fruits have been harvested outside that field. However, it is not the purpose of this article to carry out a usual review of the state of the art. Instead, a critical dissection of the implicit presuppositions and understandings about the nature and dynamics of the curriculum which underlie the research undertaken in this country in recent decades will be attempted.La historiografía del currículum y de las asignaturas escolares no tiene una larga tradición en España. Es más, todavía en la actualidad constituye un foco de interés comparativamente marginal dentro de la tribu académica de los historiadores de la educación, hasta el punto de que algunos de sus frutos más substanciosos se han cosechado fuera de ese ámbito. Sin embargo, no es el propósito de este artículo hacer un estado de la cuestión al uso, sino revisar críticamente las presuposicionesy los sobrentendidos implícitos acerca de la naturaleza y la dinámica del currículum que subyacen a las investigaciones emprendidas en este país en las últimas décadas

CCAAT/enhancer binding protein β directly regulates the expression of the complement component 3 gene in neural cells: implications for the pro-inflammatory effects of this transcription factor

This is an Open Access article distributed under the terms of the Creative Commons Attribution License.[Background]: The CCAAT/enhancer-binding protein β (C/EBPβ) is a transcription factor, which was first identified as a regulator of differentiation and inflammatory processes mainly in adipose tissue and liver; however, its function in the brain was largely unknown for many years. Previous studies from our laboratory indicated that C/EBPβ is implicated in inflammatory process and brain injury, since mice lacking this gene were less susceptible to kainic acid-induced injury. [Methods]: We first performed cDNA microarrays analysis using hippocampal RNA isolated from C/EBPβ+/+ and C/EBPβ−/− mice. Immunocytochemical and immunohistochemical studies were done to evaluate C/EBPβ and C3 levels. Transient transfection experiments were made to analyze transcriptional regulation of C3 by C/EBPβ. To knockdown C/EBPβ and C3 expression, mouse astrocytes were infected with lentiviral particles expressing an shRNA specific for C/EBPβ or an siRNA specific for C3. [Results]: Among the genes displaying significant changes in expression was complement component 3 (C3), which showed a dramatic decrease in mRNA content in the hippocampus of C/EBPβ−/− mice. C3 is the central component of the complement and is implicated in different brain disorders. In this work we have found that C/EBPβ regulates C3 levels in rodents glial in vitro and in the rat Substantia nigra pars compacta (SNpc) in vivo following an inflammatory insult. Analysis of the mouse C3 promoter showed that it is directly regulated by C/EBPβ through a C/EBPβ consensus site located at position −616/-599 of the gene. In addition, we show that depletion of C/EBPβ by a specific shRNA results in a significant decrease in the levels of C3 together with a reduction in the increased levels of pro-inflammatory agents elicited by lipopolysaccharide treatment. [Conclusions]: Altogether, these results indicate that C3 is a downstream target of C/EBPβ, and it could be a mediator of the pro-inflammatory effects of this transcription factor in neural cells.This work was supported by the Ministry of Science and Innovation Grant SAF2010-16365. JAMG was supported by CIBERNED.We acknowledge the support of the publication fee by the CSIC Open Access Publication Support Initiative through its Unit of Information Resources for Research (URICI).Peer reviewe

Utilization of the ITC in the Galician universities for the educational and research personnel

This article tries to present some results obtained in the research Project called “Galician e-learning Observatory”, focusing on the degree of use of the ITC by university teachers

Scaffold coupling: ERK activation by trans-phosphorylation across different scaffold protein species.

RAS-ERK (extracellular signal-regulated kinase) pathway signals are modulated by scaffold proteins that assemble the components of different kinase tiers into a sequential phosphorylation cascade. In the prevailing model scaffold proteins function as isolated entities, where the flux of phosphorylation events progresses downstream linearly, to achieve ERK phosphorylation. We show that different types of scaffold proteins, specifically KSR1 (kinase suppressor of Ras 1) and IQGAP1 (IQ motif-containing guanosine triphosphatase activating protein 1), can bind to each other, forming a complex whereby phosphorylation reactions occur across both species. MEK (mitogen-activated protein kinase kinase) bound to IQGAP1 can phosphorylate ERK docked at KSR1, a process that we have named trans-phosphorylation. We also reveal that ERK trans-phosphorylation participates in KSR1-regulated adipogenesis, and it also underlies the modest cytotoxicity exhibited by KSR-directed inhibitors. Overall, we identify interactions between scaffold proteins and trans-phosphorylation as an additional level of regulation in the ERK cascade, with broad implications in signaling and the design of scaffold protein-aimed therapeutics

Observatorio gallego de e-learning: metodología, técnicas e instrumentos

To carry out the investigation project called Galician e-learning observatory, a study’s methodology was designed accord to the characteristics of the population for analyze without losing the final objective: analyze the state of the art of the e-learning in the Galician company and in the Galician university. In this article we announce the methodology of the investigation, the skills and the instruments used for make the study so much in the university as in the company.Para llevar a cabo el proyecto de investigación denominado Observatorio gallego de e-learning, se diseñó una metodología de estudio acorde a las características de la población a analizar sin perder de vista el objetivo final: analizar el estado del e-learning en la empresa y en la universidad gallega. En este artículo damos a conocer la metodología de investigación, las técnicas y los instrumentos utilizados para realizar el estudio tanto en la universidad (en la que se encuestó a Personal docente e investigador y se entrevistó a órganos directivos, directores de grupos de investigación y administradores de los campus virtuales) como en la empresa (en la que se encuestó telefónicamente a empresas demandantes de e-learning y se realizó un cuestionario a empresas ofertantes de e-learning)