Importancia del desarrollo del aprendizaje emocional y social dentro de la clase de AICLE haciendo especial referencia a España

The Spanish Law of Education (LOMCE)1 of 2013 states that teachers and schools have the responsibility to foster students’ personal growth and social integration (BOE 2013, Article 12886, p. 97858-9). Meanwhile, the progressive implementation of bilingual education in many autonomous communities within Spain, such as the Autonomous Community of Madrid, has necessarily shifted teaching towards approaches such as Content and Language Integrated Learning (CLIL). This article presents an argument for the compatibility and mutual inclusiveness of CLIL and the objectives of the LOMCE regarding social and emotional learning.La Ley Orgánica para la Mejora de la Calidad Educativa (LOMCE) de 2013, expone que la educación debe facilitar el desarrollo personal y la integración social en los alumnos (BOE 2013, Artículo 12886, p. 97858-9). A la vez, la implantación progresiva de la educación bilingüe en muchas comunidades autónomas en España, como la de Madrid, ha hecho necesaria la inclusión de metodologías como el Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE). Ese artículo argumenta la compatibilidad y mutua inclusividad de AICLE y los objetivos de la LOMCE en lo que respecta al desarrollo personal e integración social

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

A prenylated dsRNA sensor protects against severe COVID-19

Inherited genetic factors can influence the severity of COVID-19, but the molecular explanation underpinning a genetic association is often unclear. Intracellular antiviral defenses can inhibit the replication of viruses and reduce disease severity. To better understand the antiviral defenses relevant to COVID-19, we used interferon-stimulated gene (ISG) expression screening to reveal that OAS1, through RNase L, potently inhibits SARS-CoV-2. We show that a common splice-acceptor SNP (Rs10774671) governs whether people express prenylated OAS1 isoforms that are membrane-associated and sense specific regions of SARS-CoV-2 RNAs, or only express cytosolic, nonprenylated OAS1 that does not efficiently detect SARS-CoV-2. Importantly, in hospitalized patients, expression of prenylated OAS1 was associated with protection from severe COVID-19, suggesting this antiviral defense is a major component of a protective antiviral response

En el corazón de AICLE: Materiales y métodos. Manual para profesorado de Educación Secundaria [Reseña de libro]

Reseña del libro: Ting, Y.L.T. & Martínez Serrano, L.M. (2018). En el Corazón de AICLE: Materiales y Métodos. Manual para Profesorado de Educación Secundaria. Córdoba, Spain: UCO Press. (pp.136) ISBN: 978849927381

The Education of Language Minority Immigrants in the United States [RECENSIÓN]

Wiley, T. G., Sook Lee, J., & Rumberger, R. W. (Eds.) (2009). The Education of Language Minority Immigrants in the United States. Bristol, UK: Multilingual Matters, 310 pp

The Education of Language Minority Immigrants in the United States [RECENSIÓN]

Wiley, T. G., Sook Lee, J., & Rumberger, R. W. (Eds.) (2009). The Education of Language Minority Immigrants in the United States. Bristol, UK: Multilingual Matters, 310 pp