El arte indígena americano en los museos españoles. Propuesta de acción didáctica

Tesis inédita de la Universidad Complutense de Madrid, Facultad de Geografía e Historia, Departamento de Historia de América II (Antropología de América), leída el 18/12/2015La presente investigación se desarrolla desde un punto de vista multidisciplinar, abarcando ámbitos como: la Antropología, las manifestaciones artísticas indígenas de América, la Museología, la Comunicación, la Didáctica de las Ciencias Sociales, las Nuevas Tecnologías, pero principalmente la Educación Patrimonial. Nuestro principal objetivo e hipótesis de partida, es saber en qué medida las colecciones de arte indígena americano conservadas en instituciones museísticas son potencialmente aptas desde el punto de vista educativo. Orientaremos nuestro estudio en las etapas de primaria y secundaria, atendiendo al currículo educativo, en el marco de la posmodernidad y el aprendizaje constructivista. Estructuraremos este trabajo en tres partes. La primera de ellas presenta una síntesis del arte indígena americano en lo referido a su conceptualización y contextualización. Aprovechamos además para poner en valor las colecciones de arte indígena expuestas en instituciones museísticas nacionales, señalando igualmente los principales referentes internacionales. Presentaremos nuestro principal marco de referencia, el Museo de América de Madrid. La segunda introduce los aspectos teóricos dentro de los ámbitos educativo y comunicativo en el museo. Finalmente, la tercera parte se corresponde con nuestra aportación personal incluyendo: una propuesta de marco teórico referido a la intervención educativa para el arte indígena americano desde una perspectiva antropológica, como ciencia social; y nuestra propuesta didáctica. Ésta última consiste, en dos aportaciones concretas dirigidas desde lo que entendemos que el museo puede desarrollar para atender a la educación formal, y otras dos propuestas dirigidas hacia la educación no formal...The present research is developed from a multidisciplinary point of view, covering areas such as Anthropology, American Indigenous Artistic expressions, Museology, Communication, Social Science Didactics, New Technologies but principally, Heritage Education. Our main objective and starting hypothesis is to know to what extent the American indigenous collections preserved in museum institutions are potentially apt from an educational point of view. We will direct our study towards primary and secondary education stages, taking into consideration the educational curriculum in the postmodernity frame and the constructivist learning. This work is organized in three parts. The first part presents a synthesis of the conceptualization and contextualization of the American indigenous art. We also use the opportunity to enhance the indigenous art collections exhibited in national museums, as well as to point out the most important international referents. The second part introduces the theoretical aspects inside the educational and communicative areas in museums. Eventually, the third part sums up our personal contribution. It includes a theoretical framework referred to the educational intervention for the American indigenous art from an anthropological perspective as a social science, as well as our didactic proposal. The latter consists of two specific contributions directed from the museum to the formal education, and another two directed to the non-formal education. Regarding the formal education, we present two didactic guides: one on paper addressed to primary students, and the other one is an online EDUWIKI that can be accessed through QR codes. As for the non-formal educational proposals, we work on the concept of family workshop and room leaflet through QR codes...Depto. de Historia de América y Medieval y Ciencias HistoriográficasFac. de Geografía e HistoriaTRUEunpu

El arte indígena americano en los museos españoles. Propuesta de acción didáctica

La presente investigación se desarrolla desde un punto de vista multidisciplinar, abarcando ámbitos como: la Antropología, las manifestaciones artísticas indígenas de América, la Museología, la Comunicación, la Didáctica de las Ciencias Sociales, las Nuevas Tecnologías, pero principalmente la Educación Patrimonial. Nuestro principal objetivo e hipótesis de partida, es saber en qué medida las colecciones de arte indígena americano conservadas en instituciones museísticas son potencialmente aptas desde el punto de vista educativo. Orientaremos nuestro estudio en las etapas de primaria y secundaria, atendiendo al currículo educativo, en el marco de la posmodernidad y el aprendizaje constructivista. Estructuraremos este trabajo en tres partes. La primera de ellas presenta una síntesis del arte indígena americano en lo referido a su conceptualización y contextualización. Aprovechamos además para poner en valor las colecciones de arte indígena expuestas en instituciones museísticas nacionales, señalando igualmente los principales referentes internacionales. Presentaremos nuestro principal marco de referencia, el Museo de América de Madrid. La segunda introduce los aspectos teóricos dentro de los ámbitos educativo y comunicativo en el museo. Finalmente, la tercera parte se corresponde con nuestra aportación personal incluyendo: una propuesta de marco teórico referido a la intervención educativa para el arte indígena americano desde una perspectiva antropológica, como ciencia social; y nuestra propuesta didáctica. Ésta última consiste, en dos aportaciones concretas dirigidas desde lo que entendemos que el museo puede desarrollar para atender a la educación formal, y otras dos propuestas dirigidas hacia la educación no formal..

Observatorio de Historia: recursos didácticos para recuperar la memoria de individuos y sociedades invisibilizadas

Fac. de EducaciónFALSEsubmitte

Peer actions for a service learning project to prevent drug-facilitated sexual assaults

The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students’ curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students’ workload. The service addressed the problem of drug-facilitated sexual assaults (DFSA) in the youth leisure nightlife. DFSA is the temporary disability of a person caused by a decrease in her/his volitional and cognitive abilities due to the voluntary or involuntary consumption of a psychoactive substance. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street.Teaching Innovation projects UAH / EV951 and UAH / EV1024 of the University of Alcalá; Research project MSCBS-PNSD-2018I032 of the Ministry of Health Consumption and Social Welfare, National Drug Plan; IUICP2019 /06 Research project of the University Institute of Police Science Research. P. Prego-Meleiro and F. Zapata thank the UAH for their scholarships.Quintanilla, G.; Ortega-Ojeda, F.; García-Ruiz, C.; Prego-Meleiro, P.; Figueroa Navarro, C.; Bravo-Serrano, B.; García-Pernía, MR.... (2020). Peer actions for a service learning project to prevent drug-facilitated sexual assaults. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):1425-1433. https://doi.org/10.4995/HEAd20.2020.11313OCS1425143330-05-202

Functional characterization of twelve natural PROS1 mutations associated with anticoagulant protein S deficiency

Background The molecular mechanisms by which PROS1 mutations result in protein S deficiency are still unknown for many of the mutations, particularly for those that result in a premature termination codon. The aim of this study was to analyze the functional relevance on mRNA and protein expression of 12 natural PROS1 mutations associated with protein S deficiency. Design and Methods Five mutations were nonsense, three were small frameshift deletions, one was c.258,259AG>GT at the 3' end of exon 3, one was p.M640T and the last two were c.-7C>G and p.L15H, found in double heterozygosis as [c.-7C>G;44T>A].The apparently neutral variant p.R233K was also analyzed. PROS1 cDNA was assessed by reverse transcriptase polymerase chain reaction of platelet mRNA. Expression of mutant proteins was determined by site-directed mutagenesis and analyses of transiently transfected PROS1 mutants in COS-7 cells. Results Only cDNA from the normal allele was observed from the five nonsense mutations, the frameshift deletion c.1731delT and from c.258,259AG>GT. Both the normal and the mutated alleles were observed from [c.-7C>G;44T>Aj, c.187,188delTG and p.M640T Transient expression analyses of PROS1 mutants whose mRNA was normally expressed revealed greatly reduced secretion of p.L15H and c.1272delA, mild secretion values of p.M640T and normal secretion levels of c.7C>G and, as expected, p.R233K. Conclusions Whereas the main cause of quantitative protein S deficiency associated with missense mutations is defective synthesis, stability or secretion of the mutated protein, the main mechanism for the deficiency associated with mutations that generate a premature termination codon is not the synthesis of a truncated protein, but the exclusion of the mutated allele, probably by nonsense-mediated mRNA decay

Aula de memoria. Recursos didácticos para recuperar la historia de los olvidados.

Depto. de Didáctica de las Ciencias Experimentales , Sociales y MatemáticasFac. de EducaciónFALSEVicerrectorado de Calidad, UCMsubmitte

Rich oleocanthal and oleacein extra virgin olive oil and inflammatory and antioxidant status in people with obesity and prediabetes. The APRIL study: A randomised, controlled crossover study

Background: Oleocanthal and oleacein are olive oil phenolic compounds with well known anti inflammatory and anti-oxidant properties. The main evidence, however, is provided by experimental studies. Few human studies have examined the health benefits of olive oils rich in these biophenols. Our aim was to assess the health properties of rich oleocanthal and oleacein extra virgin olive oil (EVOO), compared to those of common olive oil (OO), in people with prediabetes and obesity. Methods: Randomised, double-blind, crossover trial done in people aged 40e65 years with obesity (BMI 30e40 kg/m2 ) and prediabetes (HbA1c 5.7e6.4%). The intervention consisted in substituting for 1 month the oil used for food, both raw and cooked, by EVOO or OO. No changes in diet or physical activity were recommended. The primary outcome was the inflammatory status. Secondary outcomes were the oxidative status, body weight, glucose handling and lipid profile. An ANCOVA model adjusted for age, sex and treatment administration sequence was used for the statistical analysis. Results: A total of 91 patients were enrolled (33 men and 58 women) and finished the trial. A decrease in interferon-g was observed after EVOO treatment, reaching inter-treatment differences (P ¼ 0.041). Total antioxidant status increased and lipid and organic peroxides decreased after EVOO treatment, the changes reaching significance compared to OO treatment (P < 0.05). Decreases in weight, BMI and blood glucose (p < 0.05) were found after treatment with EVOO and not with OO. Conclusions: Treatment with EVOO rich in oleocanthal and oleacein differentially improved oxidative and inflammatory status in people with obesity and prediabetes.Funding for open access charge: Universidad de Málaga/CBU

Antibody conversion rates to SARS-CoV-2 in saliva from children attending summer schools in Barcelona, Spain.

Background: Surveillance tools to estimate viral transmission dynamics in young populations are essential to guide recommendations for school opening and management during viral epidemics. Ideally, sensitive techniques are required to detect low viral load exposures among asymptomatic children. We aimed to estimate SARS-CoV-2 infection rates in children and adult populations in a school-like environment during the initial COVID-19 pandemic waves using an antibody-based field-deployable and non-invasive approach. Methods: Saliva antibody conversion defined as ≥ 4-fold increase in IgM, IgA, and/or IgG levels to five SARS-CoV-2 antigens including spike and nucleocapsid constructs was evaluated in 1509 children and 396 adults by high-throughput Luminex assays in samples collected weekly in 22 summer schools and 2 pre-schools in 27 venues in Barcelona, Spain, from June 29th to July 31st, 2020. Results: Saliva antibody conversion between two visits over a 5-week period was 3.22% (49/1518) or 2.36% if accounting for potentially cross-reactive antibodies, six times higher than the cumulative infection rate (0.53%) assessed by weekly saliva RT-PCR screening. IgG conversion was higher in adults (2.94%, 11/374) than children (1.31%, 15/1144) (p=0.035), IgG and IgA levels moderately increased with age, and antibodies were higher in females. Most antibody converters increased both IgG and IgA antibodies but some augmented either IgG or IgA, with a faster decay over time for IgA than IgG. Nucleocapsid rather than spike was the main antigen target. Anti-spike antibodies were significantly higher in individuals not reporting symptoms than symptomatic individuals, suggesting a protective role against COVID-19. Conclusion: Saliva antibody profiling including three isotypes and multiplexing antigens is a useful and user-friendlier tool for screening pediatric populations to detect low viral load exposures among children, particularly while they are not vaccinated and vulnerable to highly contagious variants, and to recommend public health policies during pandemics

Impact of the 13-valent conjugated pneumococcal vaccine on the direct costs of invasive pneumococcal disease requiring hospital admission in children aged < 5 years. A prospective study

The lack of invasive pneumococcal disease (IPD) cost studies may underestimate the effect of pneumococcal polysaccharide conjugated vaccines (PCV). The objective of this study was to estimate the direct costs of hospitalized IPD cases. A prospective study was made in children aged <5 years diagnosed with IPD in two high-tech hospitals in Catalonia (Spain) between 2007-2009 (PCV7 period) and 2012-2015 (PCV13 period). Costs were calculated according to 2014 Catalan Health Service rates using diagnostic-related groups. In total, 319 and 154 cases were collected, respectively. Pneumonia had the highest cost (65.7% and 62.0%, respectively), followed by meningitis (25.8% and 26.1%, respectively). During 2007-2015, the costs associated with PCV7 serotypes (Pearson coeffcient (Pc) = 0.79; p = 0.036) and additional PCV13 serotypes (Pc = 0.75; p = 0.05) decreased, but those of other serotypes did not (Pc = 0.23 p = 0.62). The total mean cost of IPD increased in the PCV13 period by 31.4% (¿3016.1 vs. ¿3963.9), mainly due to ICU stay (77.4%; ¿1051.4 vs. ¿1865.6). During the PCV13 period, direct IPD costs decreased due to a reduction in the number of cases, but cases were more severe and had a higher mean cost. During 2015, IPD costs increased due to an increase in the costs associated with non-PCV13 serotypes and serotype 3 and this requires further investigation