A reflexão no aprendizagem-serviço

El Aprendizaje-Servicio es una metodología cuya implantación en la educación superior exige vincular el servicio a la comunidad con el aprendizaje de contenidos académicos, competencias profesionales y valores cívicos. Uno de los mejores caminos para lograr tal conexión es implicar al alumnado en actividades de reflexión. Este tipo de actividad, además de contribuir a relacionar aprendizaje y servicio, multiplica los aprendizajes y da sentido personal y social a la experiencia de aprendizaje servicio. Para analizar el papel de la reflexión en las actividades de aprendizaje servicio se empieza presentando la idea de reflexión. A continuación se analiza una experiencia consolidada para corroborar tales ideas y profundizar en el papel de la reflexión en el aprendizaje servicio. El estudio del programa Amics i amigues de lectura de las facultades de Pedagogía y Formación del Profesorado de la Universidad de Barcelona y del Consorcio de Educación de Barcelona se aborda a través de una metodología etnográfica que nos acerca a los dinamismos de reflexión del programa: la acción tutorial, la escritura autorreflexiva y la reflexión entre iguales. Las conclusiones aportan ideas sobre cómo entender y mejorar los procesos de reflexión. Destacan aspectos como la conexión entre experiencia y reflexión, la necesidad de ofrecer múltiples dispositivos de reflexión, la conveniencia de ayudar a que sean los estudiantes quienes problematicen su experiencia y, finalmente, la incorporación de mediaciones –instrumentos y marcos conceptuales– como elemento clave de la actividad reflexiva de los participantes en las actividades de aprendizaje servicio.Service-learning is a method whose implementation in higher education requires linking community service with academic content learning, professional skills and civic values. One of the ways to achieve it is to have reflective activities. Furthermore, reflection is a means to enhance learning and to give personal and social meaning to the service learning proposals. To analyse the role of reflection in service learning activities, we will begin presenting the idea of reflection. Then, we will analyse a consolidated experience to substantiate such ideas and deepen the role of reflection in service learning. The study of the program Amics i amigues de lectura of the Faculties of Pedagogy and Teaching Learning of the University of Barcelona and Consorci d’Educació de Barcelona will be addressed through an ethnographic methodology by which we approach the dynamics of reflection of the program: the tutorial, reflective writing and reflection among equals. The findings provide insights on how to understand and improve the processes of reflection, highlight the connection between experience and reflection, the need for varied reflection devices, the convenience of helping the students to problematize their own experience and finally understand reflection as the incorporation of mediations -instruments and frameworks- in mental activity of the participants involved in service learning activities.O aprendizagem-serviço é uma metodologia cuja implantação na educação superior exige vincular o serviço à comunidade com a aprendizagem de conteúdos acadêmicos, competências profissionais e valores cívicos. Um dos melhores caminhos para lograr tal conexão é implicar o alunado em atividades de reflexão. Este tipo de atividade, ademais de contribuir para relacionar aprendizagem e serviço, multiplica as aprendizagens e dá sentido pessoal e social à experiência de aprendizagem-serviço. Para analisar o papel da reflexão nas atividades de aprendizagem-serviço se começa apresentando a ideia de reflexão. Na continuação se analisa uma experiência consolidada para corroborar tais ideias e aprofundar o papel da reflexão no aprendizagemserviço. O estudo do programa “Amics i amigues de lectura” das faculdades de Pedagogia e Formação do Professorado da Universidade de Barcelona e do Consórcio de Educação de Barcelona se aborda através de uma metodologia etnográfica que nos acerca aos dinamismos de reflexão do programa: a ação tutorial, a escritura auto-reflexiva e a reflexão entre iguais. As conclusões acrescentam ideias sobre como entender e melhorar os processos de reflexão. Destacam-se aspectos como a conexão entre experiência e reflexão, a necessidade de oferecer múltiplos dispositivos de reflexão, a conveniência de ajudar a que sejam os estudantes que problematizem sua experiência e, finalmente, a incorporação de mediações – instrumentos e marcos conceituais –, como elemento chave da atividade reflexiva dos participantes nas atividades de aprendizagemserviço

Public entities driven robotic innovation in urban areas

Cities present new challenges and needs to satisfy and improve lifestyle for their citizens under the concept “Smart City”. In order to achieve this goal in a global manner, new technologies are required as the robotic one. But Public entities unknown the possibilities offered by this technology to get solutions to their needs. In this paper the development of the Innovative Public Procurement instruments is explained, specifically the process PDTI (Public end Users Driven Technological Innovation) as a driving force of robotic research and development and offering a list of robotic urban challenges proposed by European cities that have participated in such a process. In the next phases of the procedure, this fact will provide novel robotic solutions addressed to public demand that are an example to be followed by other Smart Cities.Peer ReviewedPostprint (author's final draft

Analyze, rethink and improve projects: Rubric for self-assessment and enhancement of service learning projects

Este artículo presenta una rúbrica para la autoevaluación de experiencias de aprendizaje servicio. Se trata de un instrumento de evaluación formativa válida para los diferentes ámbitos y etapas educativas. Su elaboración ha sido posible a partir de la creación de un equipo de investigación que ha trabajado en base a una metodología de reconstrucción racional. La rúbrica está estructurada en doce dimensiones cada una de las cuales tiene cuatro niveles: las dimensiones básicas (necesidades sociales, servicio, sentido social y aprendizajes), las dimensiones pedagógicas (participación, trabajo en equipo, reflexión, reconocimiento y evaluación) y las dimensiones organizativas (partenariado y consolidación en centros y entidades). El artículo apunta cómo el propio proceso de aplicación de la rúbrica así como la revisión conjunta de los resultados obtenidos pueden ser un buen punto de partida para iniciar un proceso de evaluación interna, optimización e innovación de los proyectos de aprendizaje servicio.This paper presents a rubric for self-assessment of service-learning experiences. It is a tool for formative assessment valid for different areas and educational levels. Its development has been possible from the creation of a research team that worked on the basis of a methodology of rational reconstruction. The rubric is structured in twelve dimensions each of which has four levels: the basic dimensions (needs, service, significance of the service and learning), pedagogical dimensions (participation, group work, reflection, recognition and evaluation) and organisational dimensions (partnerships and consolidation centers and organisational). The article points out how the process of implementation of the heading and the joint review of the results itself can be a good starting point to begin a process of self-assessment, optimization and innovation of service projects learning.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granad

Lack of Benefit of Extending Temozolomide Treatment in Patients with High Vascular Glioblastoma with Methylated MGMT

[EN] Despite the complete treatment with surgery, chemotherapy and radiotherapy, patients with glioblastoma have a devasting prognosis. Although the role of extending temozolomide treatment has been explored, the results are inconclusive. Recent evidence suggested that tumor vascularity may be a modulating factor in combination with methylation of O6-methylguanine-DNA methyltransferase (MGMT) promotor gene on the effect of temozolomide-based therapies, opening new possibilities for personalized treatments. Before proposing a prospective interventional clinical study, it is necessary to confirm the beneficial effect of the combined effect of MGMT methylation and moderate tumor vascularity, as well as the lack of benefit of temozolomide in patients with a highly vascular tumor.In this study, we evaluated the benefit on survival of the combination of methylation of O6-methylguanine-DNA methyltransferase (MGMT) promotor gene and moderate vascularity in glioblastoma using a retrospective dataset of 123 patients from a multicenter cohort. MRI processing and calculation of relative cerebral blood volume (rCBV), used to define moderate- and high-vascular groups, were performed with the automatic ONCOhabitats method. We assessed the previously proposed rCBV threshold (10.7) and the new calculated ones (9.1 and 9.8) to analyze the association with survival for different populations according to vascularity and MGMT methylation status. We found that patients included in the moderate-vascular group had longer survival when MGMT is methylated (significant median survival difference of 174 days, p = 0.0129*). However, we did not find significant differences depending on the MGMT methylation status for the high-vascular group (p = 0.9119). In addition, we investigated the combined correlation of MGMT methylation status and rCBV with the prognostic effect of the number of temozolomide cycles, and only significant results were found for the moderate-vascular group. In conclusion, there is a lack of benefit of extending temozolomide treatment for patients with high vascular glioblastomas, even presenting MGMT methylation. Preliminary results suggest that patients with moderate vascularity and methylated MGMT glioblastomas would benefit more from prolonged adjuvant chemotherapy.M.A-T was supported by DPI2016-80054-R (Programa Estatal de Promocion del Talento y su Empleabilidad en I+D+i). This work was partially supported by the ALBATROSS project (National Plan for Scientific and Technical Research and Innovation 2017-2020, No. PID2019-104978RB-I00). This study was partially funded by the Fundacio La Marato TV3 (665/C/2013) (http://www.ccma.cat/tv3/marato/projectes-financats/2012/231/ Accessed on 8th September 2021). (JMGG); H2020-SC1-2016-CNECT Project (No. 727560) (JMGG), and H2020-SC1-BHC-2018-2020 (No. 825750) (JMGG). EFG was supported by the European Unions Horizon 2020 research and innovation program under the Marie Sklodowska-Curie grant agreement No 844646 and South-Eastern Norway Regional Health Authority Grant 2021057.Álvarez-Torres, MDM.; Fuster García, E.; Balaña, C.; Puig, J.; Garcia-Gomez, JM. (2021). Lack of Benefit of Extending Temozolomide Treatment in Patients with High Vascular Glioblastoma with Methylated MGMT. Cancers. 13(21):1-14. https://doi.org/10.3390/cancers13215420S114132

Sustainable robotics solutions in smart cities: The challenge of the ECHORD++ Project

The objective of this paper is to explain novel sustainable robotics solutions for cities. Those new proposals appear under the ECHORD++ project which is a good tool to meet academia and industry with the objective of providing innovative technological solutions. In this paper, authors explain the tool as well as the methodology to promote robotics research in urban environments, and the on-going experience will demonstrate that huge advances are made in this field.Peer ReviewedPostprint (author's final draft

Elaboración de materiales para la enseñanza-aprendizaje de la lengua y literatura árabes: textos literarios, textos de prensa, materiales audiovisuales y gramática implementados en el Repositorio de la Web del Dpto.

Este PIMCD tiene por objetivo la elaboración de materiales para la enseñanza-aprendizaje de la lengua y literatura árabes: textos literarios, textos de prensa, materiales audiovisuales y gramática implementados en el Repositorio de la Web del Dpto

El mapa de los valores del aprendizaje-servicio

A pesar de que la bibliografía especializada reconoce el aprendizaje-servicio como una metodología relevante de educación en valores, no se dispone todavía de una relación suficientemente completa de la pluralidad de valores que activa. El objetivo de este artículo es construir un mapa fiable de los valores que propone esta metodología. Para conseguirlo se definirán los niveles de aprendizaje que se superponen en una práctica educativa compleja y luego se determinarán los valores que se trabajan en cada uno de los niveles de la práctica del aprendizaje-servicio. Para conseguirlo se ha realizado un trabajo de reconstrucción racional basado en la optimización recíproca conseguida entre una selección de buenas experiencias de aprendizaje-servicio y la teoría de las prácticas morales y del aprendizaje-servicio. Esta metodología ha permitido establecer tres niveles simultáneos de aprendizaje —la práctica, las acciones y las tareas— así como un elenco de los valores que cristalizan en cada uno de ellos: un mapa completo de la variedad y riqueza de valores que se ponen en juego en el aprendizaje-servicio. Un resultado que, en los procesos de formación del profesorado, ayudará a tomar conciencia de la fuerza moral de esta metodología y a activarla durante su desempeño profesional.//Despite the fact that the specialized bibliography recognizes service learning as a relevant methodology for values education, a sufficiently complete list of the plurality of values that it activates, is not yet available. The objective of this article is to build a reliable map of the values that service learning proposes. In order to achieve it, the levels of learning that overlap in a complex educational practice will be defined and then the values that works at each level of service-learning practices will be determined. To achieve this, a rational reconstruction work based on the reciprocal optimization achieved between a selection of good servicelearning experiences and the theory of moral practices and service-learning has been carried out. This methodology has allowed us to establish three simultaneous levels of learning —practice, actions and tasks— as well as a list of the values that crystallize in each of them: a complete map of the variety and richness of values that are put into play in service learning. A result that, in the processes of teacher training, will help to raise awareness of the moral strength of this methodology and to activate it during their professional performance

A Suicide Attempt Multicomponent Intervention Treatment (SAMIT Program): study protocol for a multicentric randomised controlled trial

Psychotherapeutic intervention; Suicide attemptIntervenció psicoterapèutica; Intent de suïcidiIntervención psicoterapéutica; Intento de suicidioBackground Suicide has become a first-order public health concern, especially following the negative impact of COVID-19 on the mental health of the general population. Few studies have analysed the effects of early psychotherapeutic interventions on subjects who have attempted suicide, and even fewer have focused on those hospitalized in non-psychiatric units after a Medically Serious Suicide Attempt (MSSA). The main aim of this study is to describe the protocol designed to evaluate the effectiveness of individual psychological treatment for patients hospitalized after an MSSA. The secondary objectives of the study are: (1) to evaluate the impact on quality of life and other psychosocial variables of patients with a recent MSSA who receive early psychological intervention; (2) to analyse the biological, psychological, and clinical impact of early psychotherapeutic treatment on subjects hospitalized after an MSSA. Methods A longitudinal randomised controlled trial will be conducted with patients over 16 years of age admitted to two general hospitals. The case intervention group will enrol for 8-sessions of individual psychotherapy, Suicide Attempts Multi-component Intervention Treatment (SAMIT), combining Dialectical Behaviour Therapy (DBT), Mentalization-Based Therapy (MBT), and Narrative approaches, while the control group will receive a treatment-as-usual intervention (TAU). Longitudinal assessment will be conducted at baseline (before treatment), post-treatment, and 3, 6, and 12 months after. The main outcome variable will be re-attempting suicide during follow-up. Discussion Some psychotherapeutic interventions, usually implemented in outpatient, have proven to be effective in preventing suicidal behaviours. The combination of some of these may be a powerful treatment for preventing future SA in patients hospitalised after an MSSA, which is the most severely suicidal subgroup. Moreover, assessment of the biological, clinical and psychometric impact of this new intervention on patients during the first year after the attempt may help understand some of the multi-level factors associated with the effectiveness of psychotherapeutic interventions in MSSAs. The prevalence of high suicide rates requires the design of effective psychological interventions for their prevention, and also in order to design new pharmacological and psychological treatments.The panel of La Marató de TV3 Foundation, a non-profit association from Catalonia (Spain), which funded the project (202208-30-31 funds), has peer reviewed the study protocol as part of the funding process. Funding bodies will not be involved in any part of the design, conduct, analysis, interpretation, and reporting of this trial

Combined Approach to Stroke Thrombectomy Using a Novel Short Flexible Aspiration Catheter with a Stent Retriever

Background: Large-bore aspiration catheters enabling greater flow rates and suction force for mechanical thrombectomy might improve outcomes in patients with stroke secondary to large-vessel occlusion. Complete or near-complete reperfusion after a single thrombectomy pass (first-pass effect) is associated with improved clinical outcomes. We assessed the efficacy and safety of novel MIVI Q™ aspiration catheters in combination with stent-retriever devices. Methods: We retrospectively analyzed demographics, procedure characteristics, and clinical data from consecutive patients with acute anterior large-vessel occlusion treated with a combined approach using MIVI Q™ aspiration catheters and stent retrievers. Reperfusion was defined according to the modified thrombolysis in cerebral infarction (mTICI) score. Clinical outcomes were measured by the National Institute of Health Stroke Scale (NIHSS) and modified Rankin scale (mRS) scores. Results: We included 52 patients (median age, 75 y IQR: 64-83); 31 (59.6%) women; 14 (26.9%) with terminal internal carotid artery occlusions, 26 (50%) middle cerebral artery (MCA) segment M1 occlusions, and 12 (23.1%) MCA segment M2 occlusions; median NIHSS score at admission was 19 (IQR: 13-22). After the first pass, 25 (48%) patients had mTICI ≥ 2c. At the end of the procedure, 47 (90.4%) had mTICI ≥ 2b and 35 (67.3%) had mTICI ≥ 2c. No serious device-related adverse events were observed. Symptomatic intracranial hemorrhage developed in 1 patient. Mean NIHSS score was 13 at 24 h and 5 at discharge. At 90 days, 24 (46.2%) patients were functionally independent (mRS 0-2). Conclusion: This preliminary study found good efficacy and safety for MIVI Q™ aspiration catheters used in combination with stent-retriever devices

Non-linear models for black carbon exposure modelling using air pollution datasets

Black carbon (BC) is a product of incomplete combustion, present in urban aerosols and sourcing mainly from road traffic. Epidemiological evidence reports positive associations between BC and cardiovascular and respiratory disease. Despite this, BC is currently not regulated by the EU Air Quality Directive, and as a result BC data are not available in urban areas from reference air quality monitoring networks in many countries. To fill this gap, a machine learning approach is proposed to develop a BC proxy using air pollution datasets as an input. The proposed BC proxy is based on two machine learning models, support vector regression (SVR) and random forest (RF), using observations of particle mass and number concentrations (N), gaseous pollutants and meteorological variables as the input. Experimental data were collected from a reference station in Barcelona (Spain) over a 2-year period (2018–2019). Two months of additional data were available from a second urban site in Barcelona, for model validation. BC concentrations estimated by SVR showed a high degree of correlation with the measured BC concentrations (R2 = 0.828) with a relatively low error (RMSE = 0.48 µg/m3). Model performance was dependent on seasonality and time of the day, due to the influence of new particle formation events. When validated at the second station, performance indicators decreased (R2 = 0.633; RMSE = 1.19 µg/m3) due to the lack of N data and PM2.5 and the smaller size of the dataset (2 months). New particle formation events critically impacted model performance, suggesting that its application would be optimal in environments where traffic is the main source of ultrafine particles. Due to its flexibility, it is concluded that the model can act as a BC proxy, even based on EU-regulatory air quality parameters only, to complement experimental measurements for exposure assessment in urban areas.The authors would like to acknowledge the support from the Generalitat de Catalunya (Dept. Medi Ambient) by providing the air quality data. This work was partly supported by H2020 project RI-URBANS (H2020-LC-GD-2020-6, reference 101036245), the Spanish Ministry of Science and Innovation (projects CEX2018-000794-S and PID2019- 107910RB-I00), Academy of Finland via flagship on Atmosphere and Climate Competence Center (ACCC, project number 337549) and by AGAUR (project 2017 SGR41 and 2017 SGR 990). It was carried out in the framework of a joint collaboration between IDAEA-CSIC and University of Barcelona (Physics Faculty).Peer ReviewedPostprint (published version