Otro enfoque metodológico para la clase de instrumento: la práctica grupal [Another methodological approach for the instrument class: the group practice]

Resumen:El presente trabajo es fruto de una investigación que partió del estudio pormenorizado sobre la evolución de la normativa referente a las Enseñanzas de Música en la Comunidad Autónoma de Andalucía hasta hoy en día. Actualmente, el sistema educativo está reglado por la LEA, suponiendo como gran aportación la práctica grupal como modo de aprendizaje en los dos primeros cursos. Tras un profundo análisis del material disponible que hay para el profesorado de la especialidad de oboe, en este artículo quedan plasmadas las directrices de nuestra propuesta metodológica para la práctica instrumental en grupo en la especialidad de oboe en los dos primeros cursos de las Enseñanzas Básicas.Palabras clave: oboe, práctica en grupo, aprendizaje significativo, propuesta metodológica. Abstract:The current work is the result of a research that started from the detailed study on the evolution of the regulations regarding about Music Education in the Autonomous Community of Andalusia to the present. Nowadays, the education system is regulated by the LEA (Andalusian Education Law), assuming group practice as a major contribution like a way of learning in the first two years. After a deep analysis of the existing available resources material for oboe teachers, in this article are reflected the guidelines of our methodological proposal for the instrumental group practice for oboe specialty in the first two years of the Basic Education.Key words: oboe, group practice, significant learning, methodological proposal

Desarrollo de competencias en el Prácticum con materiales y actividades online

Clarificar el término competencia, como sugiere Westera (2001), es complicado, pues ha sido usado en forma tan diversa que genera confusión. A pesar de todo, lo define como the ability to make satisfactory and effective decisions in a specific situation (p.80). La competencia incluye conocimiento, habilidades, actitudes, metacognición, pensamiento estratégico y presupone toma de decisiones consciente e intencional [1].Más específicamente, el concepto de competencia en educación tendría dos denotaciones: desde una perspectiva teórica, competencia es concebida como una estructura cognitiva que facilita conductas determinadas. Desde una perspectiva operativa, las competencias cubren un amplio espectro de habilidades para funcionar en situaciones problemáticas, lo que supone conocimiento, actitudes y pensamiento metacognitivo y estratégico. Las competencias tienen, pues, un componente mental de pensamiento representacional y otro conductual o de actuación. Pero una cosa es el saber (capacidad) y otra cosa la aplicabilidad del saber (competencia). Ser capaz no significa ser competente (Tejada, 2005). Por eso dice Le Boterf (2001) que saber actuar en un escenario es competencia. La capacidad de aprender es competencia. Es un proceso que no se acaba nunca .Clarifying the term competition, as suggested Westera (2001), is complicated, as it has been used so diverse that generates confusion.Nevertheless, defines it as "the ability to make satisfactory and ef ective decisionsin aspecific situation" (p.80).The competition includes knowledge,skills, attitudes, metacognition, strategic thinking and decision-making requires conscious and intentional [1]. More specifically, the concept of competition ineducationwould have two denotations,froma theoretical perspective, competition is conceived as a cognitive structure that facilitates certain behaviors. From an operational perspective, the powers cover a wide spectrum of abilities to function in dif icultsituations, which means knowledge, attitudes and metacognitive thinking and strategic. The powers therefore have a mental thought of representational and other behavioral or performance. But one thing is the knowledge (ability) andotherwise the applicability of knowledge (competition). Being able not mean to be competent(Tejada, 2005). That'swhy IsaidBoterf(2001) knowthat acting on a stage is competition. The ability to learn is competition. It is not a processthat never ends

Método Avenzoar para la implantación racional de la atención farmacéutica en la farmacia comunitaria

Introducción: La evolución de la atención farmacéutica en España, el desarrollo de las tecnologías de la información y la comunicación, los proyectos de receta electrónica, la aparición de publicaciones como el Foro de Atención Farmacéutica, el desarrollo del Bot Plus y su integración con los programas de gestión de las farmacias comunitarias nos han permitido definir una metodología de trabajo en atención farmacéutica (AF), estratificada y selectiva.Metodología: 1. Identificar el paciente destinatario del tratamiento. 2. Dispensación propiamente dicha. 3. Definición del perfil farmacoterapéutico de la farmacia. 3.1. Grupos terapéuticos. 3.2. Indicaciones terapéuticas. 4. Definición de patologías diana. 4.1. Relevancia numérica. 4.2. Relevancia terapéutica. 5. Definición del potencial de seguimiento farmacoterapéutico (SFT) de la farmacia comunitaria. 6. Elección de pacientes diana. 7. Ofrecimiento del servicio de SFT.Resultados: En las cuatro farmacias comunitarias (FC) participantes se definió el perfil farmacoterapéutico a partir de los grupos terapéuticos a nivel 1. A partir de aquí dichas farmacias definieron sus respectivas patologías diana y los posibles pacientes a los que ofrecer el servicio. Se basan en dichos resultados para establecer la formación de sus profesionales.Conclusiones: La metodología Avenzoar parte del conocimiento del paciente mediante el registro sistemático de las dispensaciones realizadas. Permite definir el perfil farmacoterapéutico de los pacientes. Permite decidir el nivel de implicación con el seguimiento de cada paciente según criterios previamente definidos. La metodología Avenzoar es compatible y complementaria con cualquier metodología de seguimiento farmacoterapéutico

Análisis funcional de los cuidados aplicados a los enfermos de cólera durante la epidemia de 1885 en la ciudad de Murcia, a través de la prensa

The study had such as an objective to know, via the press, cares that were applied to the sick people during the outbreak epidemic of cholera of 1885 in the city of Murcia and the people who applied the caring them. The source use was “Diario de Murcia” of the one which were revised all numbers of the aforementioned daily newspaper of on 14 June 1885, date in which appear first cases, to 9 October 1885, first day without deaths. Results were analysed according to postulates of the functional analysis, emphasising implicated professionals in the care. We conclude that the functional unit is the Catholic Church represented by the values of works of mercy. The functional framework is primarily the home but are created emergency hospital care for cholera patients and functional elements are the family caregiver, in most cases, religious and some professionals (practitioners or nurses).  El estudio tuvo como objetivo conocer, a través de la prensa, los cuidados que se aplicaban a los enfermos durante el brote epidémico de cólera de 1885 en la ciudad de Murcia y quiénes los aplicaban.   La fuente utilizada fue “El Diario de Murcia” del que se revisaron todos los números del día 14 de junio de 1885, fecha en que aparecen los primeros casos, al 9 de octubre de 1885, primer día sin muertes. Los resultados fueron analizados de acuerdo a los postulados del análisis funcional, destacando los profesionales implicados en el cuidado.   Se concluye que la unidad funcional es la Iglesia Católica representada por los valores de las obras de misericordia. El marco funcional es, principalmente, el domicilio aunque se crean hospitales de emergencia para la atención a los enfermos coléricos y los elementos funcionales son el cuidador familiar, en la mayoría de los casos, las religiosas y algunos profesionales (practicantes o enfermeras)

Bacillus subtilis IAB/BS03 as a potential biological control agent

[EN] We describe the efficacy of Bacillus subtilis strain IAB/BS03 in reducing disease incidence of B. subtilis IAB/BS03 as a foliar treatment against Botrytis cinerea and Pseudomonas syringae on greenhouse-grown tomato (Solanum lycopersicon) plants. We also tested the effect of foliar treatments on lettuce (Lactuca sativa) against lettuce downy mildew caused by Bremia lactucae in multiple trials under different field conditions. All the assays indicated that B. subtilis IAB/BS03 reduced disease. To ascertain the mechanism of action, the induction of pathogenesis-related (PR) proteins, the accumulation of salicylic acid and the activation of peroxidase caused by foliar or root treatments with B. subtilis IAB/BS03 were studied in tomato. A salicylic acid-independent induction of the antifungal protein PR1 was observed after treatment with B. subtilis IAB/BS03, with the strongest induction due to root treatment compared with foliar application. A metabolic analysis of B. subtilis IAB/BS03 culture broth using Ultra Performance Liquid Chromatography coupled with ultraviolet and mass spectrometric detection determined surfactin and iturin A isomers. These compounds have been described as antifungal and antibiotic lipopeptides. The results indicated that B. subtilis IAB/BS03 could be effectively used as a biocontrol agent.This work was funded by IAB S. L. (Investigaciones y Aplicaciones Biotecnologicas, S. L.), and by grant BIO2012-33419 from the Spanish Ministry of Economy and Competitiveness. Mayte Castellano was the recipient of a research grant also funded by IAB S. L. The authors would like to thank Cristina Torres (IBMCP, UPV-CSIC) for her excellent technical assistance.Hinarejos, E.; Castellano Pérez, M.; Rodrigo Bravo, I.; Belles Albert, JM.; Conejero Tomás, V.; López-Gresa, MP.; Lisón, P. (2016). Bacillus subtilis IAB/BS03 as a potential biological control agent. 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Occurrence of organotin compounds in waters of the spanish coast under the European Water Framework Directive

Organotin compounds (OTCs), such as tributyltin (TBT), are persistent organic pollutants that are present in water samples (surface water, river water, sea water, waste water, etc.) because of anthropogenic activities (antifouling agents in ship paints, biocides in polymers, etc.). The toxicity and endocrine disruption potential of these chemicals have been demonstrated even at very low levels (<1 ng L−1) (Devos et al. 2012). Due to the extensive presence of OTCs in all environmental media as well as their adverse effects on human health and biota, quantitative and qualitative determination of those com-pounds in complex environmental matrices has become a matter of great concern, mainly butyl and phenyl-substituted. Also, these compounds are included in the list of priority substances according to the EU Directive 2013/39/EU amending Directives 2000/60/EC and 2008/105/EC as regards priority substances in the field of water policy. This directive specifies annual average environmental quality standard (AA-EQS) of 0.2 ng L−1 TBT and a maximum allowable environmental quality standard (MAC-EQS) of 1.5 ng L−1 TBT for all surface waters. Samples were collected in two semiconfined coastal areas, one of them an area with high industrial and port activities (Ría de Vigo) and the other one with high touristic and agricultural activity (Mar Menor).The sampling campaigns were performed in spring and autumn of 2015. The levels of MBT, DBT, TBT, MPhT, DPhT and TPhT in the seawater samples were analyzed by HS-SPME-GC–QqQMS/ MS method (Moscoso-Pérez et al. 2015). MPhT, DPhT and TPhT were not detected in any sample at levels higher than LOQ. For butylated compounds, MBT, DBT and TBT were detected in 100% of the analyzed samples in the Mar Menor. In the Vigo estuary, MBT has been detected in 83.3% of the samples, the DBT in 75% and the TBT in 88%. The TBT is present in 92% of the total of 39 analyzed samples, being detected in 100% of the samples of the Mar Menor and in 88% of the samples of the Ría de Vigo. These levels are similar than those detected in other locations, and lower than the detected in ports near the coast of Gijón characterized by a great maritime traffic (Centineo et al. 2004).Program of Consolidation and Structuring of Units of Competitive Investigation of the University System of Galicia (Xunta de Galicia) potentially cofinanced by ERDF in the frame of the operative Program of Galicia 2007-2013 (reference: GRC2013-047) and by the Ministry of Economy and Competitiveness (IMPACTA, project reference: CTM2013-48194-C3-2-R, and ARPA-ACUA, project reference: CTM2016-77945-C3-3-R)

Evaluación de la competencia transversal “Responsabilidad ética, medioambiental y profesional” a través de una e-rúbrica en el laboratorio

[ES] El proceso de convergencia hacia el Espacio Europeo de Enseñanza Superior ha puesto de relieve la importancia del dominio de competencias transversales (CTs) durante la formación universitaria. Dichas competencias confieren al estudiante la capacidad de innovación y de adaptación a los cambios, siendo su adquisición necesaria para la vida profesional. En la Universidad Politécnica de Valencia, se han redactado 13 CTs que aúnan las competencias de la normativa vigente y las de las agencias de acreditación. En nuestro grupo de innovación educativa estudiamos diferentes métodos de enseñanza-aprendizaje y evaluación de las competencias transversales en asignaturas relacionadas con las ciencias de la vida. En concreto, en este trabajo presentamos una propuesta para evaluar la CT “Responsabilidad ética, medioambiental y profesional”. Esta competencia pretende la obtención de conocimientos, habilidades, destrezas y actitudes útiles para interactuar con el entorno, de forma ética, responsable y sostenible, ante uno mismo y los demás. Las asignaturas relacionadas con las ciencias de la vida y, en particular, sus créditos de laboratorio, resultan un marco idóneo para la adquisición de dicha competencia. Nuestra propuesta de evaluación de la misma se basa en una rúbrica que ha de ser cumplimentada por los pares a través de una aplicación telemática.Este trabajo ha sido financiado por un Proyecto de Innovación y Mejora Educativa concedido por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècnica de València.Bañuls Polo, M.; López Gresa, MP.; Cebolla Cornejo, J.; Díez Niclós, MJTDJ.; Esteras Gómez, C.; Ferriol Molina, M.; González Martínez, MÁ.... (2015). Evaluación de la competencia transversal “Responsabilidad ética, medioambiental y profesional” a través de una e-rúbrica en el laboratorio. En In-Red 2015 - CONGRESO NACIONAL DE INNOVACIÓN EDUCATIVA Y DE DOCENCIA EN RED. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2015.2015.154

The tools of the process consultant

El asesoramiento al centro educativo, como estructura de mediación y apoyo, necesita de una serie de estrategias y herramientas. El artículo, pues, repasa y sistematiza algunas de la técnicas al uso. Muestra elementos críticos que ayudan a tomar conciencia de que las estrategias pueden llegar a nublar el verdadero sentido del asesoramiento en un proceso interno de mejora. Desenmascara los usos expertos y los efectos de dejarse embaucar por la propia técnica. Y apuesta por un análisis contextualizado del potencial curricular de estas técnicas para saber seleccionarlas, utilizarlas y adaptarlas con provecho.The advice to the school, like mediation structure and support, needs of a series of strategies and tools. The article, because, it reviews and it systematizes some from the technical ones to the use. It shows critical elements that they help to take conscience that the strategies can end up clouding the true sense of the advice in an internal process of improvement. It exposes the expert uses and the effects of being allowed to deceive for the own technique. And it bets for an contextualy analysis of the curricular potential of these techniques to know how to select them, to use them and to adapt them with profit.Grupo de Investigación FORCE (Formación Centrada en la Escuela). Universidad de Granad