Propuesta de evaluación sobre un recurso digital de formación del profesorado: la actualización de una base de datos refworks 2.0 databases

La educación personalizada (EP) surge como reacción frente a las carencias que la instrucción masiva presenta para el desarrollo global de cada individuo. ¿En qué se diferencia o se aproxima a otros conceptos como educación individualizada, educación especial, coaching o inteligencias múltiples? ¿Existe un consenso en su definición? ¿En qué puede afectar su aplicación a la construcción de los contextos de aprendizaje y los curricula? ¿Se trata de un concepto segregador o inclusivo? Nos proponemos en este artículo realizar una metaevaluación del concepto y un estado de la cuestión de su desarrollo teórico. Por otro lado, revisamos cómo el concepto se ha empleado en la definición de métodos, técnicas y metodologías de evaluación. Esta aproximación pretende proporcionar una panorámica que oriente en la utilización del concepto y de sus implicaciones para la educación presencial y en entornos virtuales

Formación y actualización pedagógica del profesorado como facilitadores de la Educación inclusiva: una base de datos inclusiva en red.

En el presente artículo se describe un proyecto educativo entre Universidad y Escuela, donde el principal objetivo es cohesionar la teoría de Educación inclusiva y la práctica profesional docente. En colaboración con el centro educativo Escuela 2 (Valencia), se proponen diferentes líneas de trabajo hacia la mejora de este paradigma, en base a prácticas reales de aula y de centro. Asimismo, se realiza una revisión del constructo teórico de forma actualizada y se lleva a cabo una evaluación de centro. Como resultados destacamos la realización de una base de datos online inclusiva, así como un listado de prácticas inclusivas de éxito. Por el contrario se observa la resistencia docente como la mayor barrera en el desarrollo de procesos de enseñanza-aprendizaje inclusivos. Pero en definitiva, se concluye que la tipología inclusiva de Educación es posible mediante grupos heterogéneos, prácticas inclusivas válidas y personal profesional. The present article describes an educational project between University and School, where the main goal is to unite inclusive education theory with the professional practice of teachers. In collaboration with the centre School 2 (Valencia), various lines of work are proposed towards improving this paradigm, based on actual classroom and center practices. In the same way, a fulfillment of the theoretical updated construct is reviewed, conducting a center assessment. As results, we can highlight the performance of an inclusive online database, and a list of successful inclusive practices. On the contrary, a teacher's negative attitude is observed as the biggest barrier to the teaching-learning process. But definitively, it is concluded that the typology of inclusive education is possible through heterogeneous groups, valid and inclusive practices, and professional staff

Meta-Evaluación el Concepto 'Educación Personalizada': Búsqueda y Análisis

La educación personalizada (EP) surge como reacción frente a las carencias que la instrucción masiva presenta para el desarrollo global de cada individuo. ¿En qué se diferencia o se aproxima a otros conceptos como educación individualizada, educación especial, coaching o inteligencias múltiples? ¿Existe un consenso en su definición? ¿En qué puede afectar su aplicación a la construcción de los contextos de aprendizaje y los curricula? ¿Se trata de un concepto segregador o inclusivo? Nos proponemos en este artículo realizar una meta-evaluación del concepto y un estado de la cuestión de su desarrollo teórico. Por otro lado, revisamos cómo el concepto se ha empleado en la definición de métodos, técnicas y metodologías de evaluación. Esta aproximación pretende proporcionar una panorámica que oriente en la utilización del concepto y de sus implicaciones para la educación presencial y en entornos virtuales. Personalized education (EP) arises as a reaction against the shortcomings of mass instruction to the overall development of each individual. What is different or is approaching other concepts such as individualized education, special education, coaching, or multiple intelligences? Is there a consensus on its definition? What can affect its application to the construction of learning contexts and curricula? Is it a turning or inclusive concept? We intend in this article to make a meta-evaluacion of the concept and a state of the art of its theoretical development. On the other hand, we review how the concept has been used in the definition of methods, techniques and evaluation methodologies. This approach is intended to provide a view about the use of the concept and its implications for face-to-face education and virtual environments

Impaired proteasome activity and neurodegeneration with brain iron accumulation in FBXO7 defect

FBXO7 is implicated in the ubiquitin–proteasome system and parkin-mediated mitophagy. FBXO7defects cause a levodopa-responsive parkinsonian-pyramidal syndrome(PPS). Methods: We investigated the disease molecular bases in a child with PPS and brain iron accumulation. Results: A novel homozygous c.368C>G (p.S123*) FBXO7 mutation was identified in a child with spastic paraplegia, epilepsy, cerebellar degeneration, levodopa nonresponsive parkinsonism, and brain iron deposition. Patient’s fibroblasts assays demonstrated an absence of FBXO7 RNA expression leading to impaired proteasome degradation and accumulation of poly-ubiquitinated proteins. Conclusion: This novel FBXO7 phenotype associated with impaired proteasome activity overlaps with neurodegeneration with brain iron accumulation disorders.Fundacio La Marato de TV3 [Grants 20143130 to BPD, and 20143131 to CE], by the Instituto de Salud Carlos III (ISCIII) - Subdireccion General de Evaluacion y Fomento de la Investigacion within the framework of the National R + D+I Plan cofunded with ERDF funds [Grants PI18/01319 to BPD and PI18/00147 to CE], and by the Generalitat Valenciana [Grant PROMETEO/2018/ 135 to CE]. Part of the equipment employed in this work has been funded by Generalitat Valenciana and cofinanced with ERDF funds (OP ERDF of Comunitat Valenciana 2014-2020). SFR had a contract funded by the Spanish Foundation Per Amor a l’Art (FPAA). PS had a FPU-PhD fellowship funded by the Spanish Ministry of Education, Culture and Sport Inmunoterapia

Impaired proteasome activity and neurodegeneration with brain iron accumulation in FBXO7 defect

Altres ajuts: This work was funded by Instituto de Salud Carlos III; Ministerio de Educación, Cultura y Deporte; Spanish Foundation per Amor a l'Art (FPAA) grant ; Fundació la Marató de TV3 grants 20143130; and 20143131; Generalitat Valenciana grants OP ERDF of Comunitat Valenciana 2014-2020; and PROMETEO/2018/135.FBXO7 is implicated in the ubiquitin-proteasome system and parkin-mediated mitophagy. FBXO7defects cause a levodopa-responsive parkinsonian-pyramidal syndrome(PPS). Methods: We investigated the disease molecular bases in a child with PPS and brain iron accumulation. Results: A novel homozygous c.368C>G (p.S123*) FBXO7 mutation was identified in a child with spastic paraplegia, epilepsy, cerebellar degeneration, levodopa nonresponsive parkinsonism, and brain iron deposition. Patient's fibroblasts assays demonstrated an absence of FBXO7 RNA expression leading to impaired proteasome degradation and accumulation of poly-ubiquitinated proteins. Conclusion: This novel FBXO7 phenotype associated with impaired proteasome activity overlaps with neurodegeneration with brain iron accumulation disorders

Comparison of seven prognostic tools to identify low-risk pulmonary embolism in patients aged <50 years

publishersversionPeer reviewe

Association Between Preexisting Versus Newly Identified Atrial Fibrillation and Outcomes of Patients With Acute Pulmonary Embolism

Background Atrial fibrillation (AF) may exist before or occur early in the course of pulmonary embolism (PE). We determined the PE outcomes based on the presence and timing of AF. Methods and Results Using the data from a multicenter PE registry, we identified 3 groups: (1) those with preexisting AF, (2) patients with new AF within 2 days from acute PE (incident AF), and (3) patients without AF. We assessed the 90-day and 1-year risk of mortality and stroke in patients with AF, compared with those without AF (reference group). Among 16 497 patients with PE, 792 had preexisting AF. These patients had increased odds of 90-day all-cause (odds ratio [OR], 2.81; 95% CI, 2.33-3.38) and PE-related mortality (OR, 2.38; 95% CI, 1.37-4.14) and increased 1-year hazard for ischemic stroke (hazard ratio, 5.48; 95% CI, 3.10-9.69) compared with those without AF. After multivariable adjustment, preexisting AF was associated with significantly increased odds of all-cause mortality (OR, 1.91; 95% CI, 1.57-2.32) but not PE-related mortality (OR, 1.50; 95% CI, 0.85-2.66). Among 16 497 patients with PE, 445 developed new incident AF within 2 days of acute PE. Incident AF was associated with increased odds of 90-day all-cause (OR, 2.28; 95% CI, 1.75-2.97) and PE-related (OR, 3.64; 95% CI, 2.01-6.59) mortality but not stroke. Findings were similar in multivariable analyses. Conclusions In patients with acute symptomatic PE, both preexisting AF and incident AF predict adverse clinical outcomes. The type of adverse outcomes may differ depending on the timing of AF onset.info:eu-repo/semantics/publishedVersio

Revista de educación inclusiva

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en español y en inglésSe describe un proyecto educativo entre Universidad y Escuela, donde el principal objetivo es cohesionar la teoría de Educación inclusiva y la práctica profesional docente. En colaboración con el centro educativo Escuela 2 (Valencia), se proponen diferentes líneas de trabajo hacia la mejora de este paradigma, en base a prácticas reales de aula y de centro. Asimismo, se realiza una revisión del constructo teórico de forma actualizada y se lleva a cabo una evaluación de centro. Como resultados destacamos la realización de una base de datos online inclusiva, así como un listado de prácticas inclusivas de éxito. Por el contrario se observa la resistencia docente como la mayor barrera en el desarrollo de procesos de enseñanza-aprendizaje inclusivos. Pero en definitiva, se concluye que la tipología inclusiva de Educación es posible mediante grupos heterogéneos, prácticas inclusivas válidas y personal profesional.ES

Conjugation of a Ru(II) Arene Complex to Neomycin or to Guanidinoneomycin Leads to Compounds with Differential Cytotoxicities and Accumulation between Cancer and Normal Cells

A straightforward methodology for the synthesis of conjugates between a cytotoxic organometallic ruthenium(II) complex and amino- and guanidinoglycosides, as potential RNA-targeted anticancer compounds, is described. Under microwave irradiation, the imidazole ligand incorporated on the aminoglycoside moiety (neamine or neomycin) was found to replace one triphenylphosphine ligand from the ruthenium precursor [(η6-p-cym)RuCl(PPh3)2]+, allowing the assembly of the target conjugates. The guanidinylated analogue was easily prepared from the neomycin-ruthenium conjugate by reaction with N,N′-di-Boc-N″-triflylguanidine, a powerful guanidinylating reagent that was compatible with the integrity of the metal complex. All conjugates were purified by semipreparative high-performance liquid chromatography (HPLC) and characterized by electrospray ionization (ESI) and matrix-assisted laser desorption-ionization time-of-flight (MALDI-TOF) mass spectrometry (MS) and NMR spectroscopy. The cytotoxicity of the compounds was tested in MCF-7 (breast) and DU-145 (prostate) human cancer cells, as well as in the normal HEK293 (Human Embryonic Kidney) cell line, revealing a dependence on the nature of the glycoside moiety and the type of cell (cancer or healthy). Indeed, the neomycin-ruthenium conjugate (2) displayed moderate antiproliferative activity in both cancer cell lines (IC50 ≈ 80 μM), whereas the neamine conjugate (4) was inactive (IC50 ≈ 200 μM). However, the guanidinylated analogue of the neomycin-ruthenium conjugate (3) required much lower concentrations than the parent conjugate for equal effect (IC50 = 7.17 μM in DU-145 and IC50 = 11.33 μM in MCF-7). Although the same ranking in antiproliferative activity was found in the nontumorigenic cell line (3 2 > 4), IC50 values indicate that aminoglycoside-containing conjugates are about 2-fold more cytotoxic in normal cells (e.g., IC50 = 49.4 μM for 2) than in cancer cells, whereas an opposite tendency was found with the guanidinylated conjugate, since its cytotoxicity in the normal cell line (IC50 = 12.75 μM for 3) was similar or even lower than that found in MCF-7 and DU-145 cancer cell lines, respectively. Cell uptake studies performed by ICP-MS with conjugates 2 and 3 revealed that guanidinylation of the neomycin moiety had a positive effect on accumulation (about 3-fold higher in DU-145 and 4-fold higher in HEK293), which correlates well with the higher antiproliferative activity of 3. Interestingly, despite the slightly higher accumulation in the normal cell than in the cancer cell line (about 1.4-fold), guanidinoneomycin-ruthenium conjugate (3) was more cytotoxic to cancer cells (about 1.8-fold), whereas the opposite tendency applied for neomycin-ruthenium conjugate (2). Such differences in cytotoxic activity and cellular accumulation between cancer and normal cells open the way to the creation of more selective, less toxic anticancer metallodrugs by conjugating cytotoxic metal-based complexes such as ruthenium(II) arene derivatives to guanidinoglycosides