Data-Driven Decision Making as a Model to Improve in Primary Education

The digital evaluation field is a new area that arises in the core of education and studies highlight the importance of editing data as well as using ICT to drive internal school improvement. Data- Driven Decision Making (DDDM in advance) executes relatively simple models on carefully targeted data extracted through target questionnaires. This article contributes to the creation of a DDDM plan that considers the evaluation of a primary school in Greece. The research design is based on the DigCompOrg model and uses a quantitative technique through a questionnaire. The results presented include the analysis of the teaching team. Extracted data enabled the researchers to identify the requirements that the specific school must meet in order to proceed with self-evaluation in its digitalization process. The percentage results for teachers’ self-perception of ICT use in lessons, teachers’ digital competence, digital content use, pedagogical evaluation, digital communication with parents and digital support of school leadership indicated that significant changes in ICT integration continue to occur in the specific primary school, ICT culture and most of its components. For these reasons, this article presents a proposal for a DDDM theoretical model plan for primary school improvement presented at the end

Stable and Efficient Genetic Modification of Cells in the Adult Mouse V-SVZ for the Analysis of Neural Stem Cell Autonomous and Non-autonomous Effects

Relatively quiescent somatic stem cells support life-long cell renewal in most adult tissues. Neural stem cells in the adult mammalian brain are restricted to two specific neurogenic niches: the subgranular zone of the dentate gyrus in the hippocampus and the ventricular-subventricular zone (V-SVZ; also called subependymal zone or SEZ) in the walls of the lateral ventricles. The development of in vivo gene transfer strategies for adult stem cell populations (i.e. those of the mammalian brain) resulting in long-term expression of desired transgenes in the stem cells and their derived progeny is a crucial tool in current biomedical and biotechnological research. Here, a direct in vivo method is presented for the stable genetic modification of adult mouse V-SVZ cells that takes advantage of the cell cycle-independent infection by LVs and the highly specialized cytoarchitecture of the V-SVZ niche. Specifically, the current protocol involves the injection of empty LVs (control) or LVs encoding specific transgene expression cassettes into either the V-SVZ itself, for the in vivo targeting of all types of cells in the niche, or into the lateral ventricle lumen, for the targeting of ependymal cells only. Expression cassettes are then integrated into the genome of the transduced cells and fluorescent proteins, also encoded by the LVs, allow the detection of the transduced cells for the analysis of cell autonomous and non-autonomous, niche-dependent effects in the labeled cells and their progeny

Mejora de seguridad en cerraduras antipánico

En este proyecto se pretende diseñar una cerradura antipánico, con el principal objetivo de mejorar la seguridad ante manipulaciones externas. Este tipo de cerraduras es un elemento de seguridad que se instala en puertas de emergencia, pero también se utiliza en zonas de alto flujo de personas para facilitar el acceso a la salida, manteniendo la zona inhabilitada desde el exterior. Para llevar a cabo el trabajo, se realiza un estudio de mercado, valorando las opciones que existen actualmente y realizando una comparativa de los diferentes modelos y las características que tienen, con la finalidad de mantener una viabilidad en el proyecto. Sin embargo, la idea principal de este proyecto no es comercializar el producto, simplemente desarrollar una idea inicial de un sistema completamente mecánico. Es decir, generar una base la cual sea posible de fabricar, para en un futuro, si tiene viabilidad, mejorar y detallar el diseño para lanzar al mercado. Empezando con diversas ideas de prototipos, se escoge la que en un inicio parece más viable y se trabaja en ella, creando un prototipo 3D en CAD para facilitar el entendimiento y la comprobación del sistema. Una vez se detalla y se realizan las mejoras pertinentes respecto al boceto inicial, se hace un estudio de precio de fabricación para saber en qué posición se encuentra respecto a los productos actuales del mercado. Obteniendo diversos resultados positivos y negativos, debido a que es un diseño con potencial, pero el cual necesita más hora de desarrollo para conseguir un sistema cien por cien efectivo y seguro.This project aims to design a panic lock, with the main objective of improving security against external manipulation. This type of lock is a security element that is installed on emergency doors, but it is also used in areas with a high flow of people to facilitate access to the exit, keeping the area disabled from the outside. In order to carry out the work, a market study was carried out, evaluating the options that currently exist and comparing the different models and their characteristics, with the aim of maintaining the viability of the project. However, the main idea of this project is not to commercialise the product, but simply to develop an initial idea of a completely mechanical system. That is to say, to generate a base which is possible to manufacture, so that in the future, if it is feasible, to improve and detail the design to launch it on the market. Starting with various prototype ideas, we choose the one that initially seems most viable and work on it, creating a 3D CAD prototype to facilitate the understanding and testing of the system. Once it is detailed and the relevant improvements are made with respect to the initial sketch, a manufacturing price study is carried out to find out where it stands with respect to the current products on the market. The results are positive and negative, as it is a design with potential, but which needs more development time to achieve a system that is one hundred percent effective and safe

The APC/C cofactor Cdh1 prevents replicative stress and p53-dependent cell death in neural progenitors

The E3-ubiquitin ligase APC/C-Cdh1 is essential for endoreduplication but its relevance in the mammalian mitotic cell cycle is still unclear. Here we show that genetic ablation of Cdh1 in the developing nervous system results in hypoplastic brain and hydrocephalus. These defects correlate with enhanced levels of Cdh1 substrates and increased entry into the S phase in neural progenitors. However, cell division is prevented in the absence of Cdh1 due to hyperactivation of cyclin-dependent kinases, replicative stress, induction of p53, G2 arrest and apoptotic death of these progenitor cells. Concomitant ablation of p53 rescues apoptosis but not replicative stress, resulting in the presence of damaged neurons throughout the adult brain. These data indicate that the inactivation of Cdh1 in vivo results in replicative stress, cell cycle arrest and cell death, supporting recent therapeutic proposals aimed to inhibit the APC/C in tumours.M.E. was supported by the Spanish Ministry of Economy and Competitiveness (MINECO). This work was funded by grants from the Foundation Ramón Areces and MINECO SAF2012-38215 to M.M.). The Cell Division and Cancer Group of the CNIO are supported by the OncoCycle Programme (S2010/BMD-2470) from the Comunidad de Madrid, the OncoBIO Consolider-Ingenio 2010 Programme (MINECO, CSD2007-00017) and the European Union Seventh Framework Programme (MitoSys project; HEALTH-F5-2010-241548).Peer Reviewe

La evaluación continua en el Grado de Trabajo Social de la Universidad de Barcelona

The Bologna process has meant important challenges to national higher education systems in Europe that have had to modify the ways of organizing teaching. Each country has its idiosyncrasies and its cultural values embedded in their educational regulations that may mean that reforms move in different directions. Spain, like some other countries, has attempted to reform its teaching methods in the context of the Bologna process. Our research has focused on the evaluation of how continuous assessment of students’ performance has been implemented in the Degree in Social Work at the University of Barcelona. Our aim has been to know better how this process is being carried out and identify problems arising from its implementation, as well as its impact both on faculty and on students. Data was collected at the Facultat de Pedagogia of the UB from students, faculty and managers with direct relation to the degree in Social Work, and from experts from other areas of the university. We’ve used both qualitative and quantitative techniques, mainly through interviews, focus groups and a survey answered by 80 percent of final year students. After bringing together the points of view of students and faculty, the lack of a common definition and of common criteria on what is continuous assessment and how to put it in practice was apparent, and that some other factors were hindering follow-up and feedback to students. Nevertheless, and despite the limitations in the implementation of continuous assessment, students think they will be able to use what they’ve learnt after graduating, and this suggests that the problems affect the implementation method rather than its contents.Las directrices del Plan Bolonia presentan un desafío importante en los sistemas educativos miembros de la UE porque conllevan un cambio radical en la forma de organizar el proceso educativo universitario. No obstante, cada estado posee una legislación que atiende a unos valores culturales, e idiosincrasia que, en ocasiones, pueden presentar divergencias en este proceso de unificación de criterios. Algunos países, entre ellos España, han aprovechado este contexto para replantearse la metodología docente. El objetivo general de la investigación fue evaluar la implementación de la evaluación continua en el Grado de Trabajo Social de la Universidad de Barcelona para mejorar el conocimiento sobre la evaluación continua y detectar las necesidades y carencias que se estaban produciendo con la implantación de este nuevo enfoque, así como su impacto tanto en profesores como en el alumnado. El trabajo de campo se realizó en la Facultad de Pedagogía de la UB sobre el grupo de estudiantes que estaba cursando el grado de Trabajo Social, los docentes que lo impartían, cargos de gestión de la Facultad de Pedagogía, además de expertos en la temática y otros referentes que aportaron sus experiencias en otras facultades. La metodología utilizada fue de carácter cualitativo y cuantitativo a través de entrevistas, grupos de discusión y encuestas al 80% de los alumnos que cursaban 4º del Grado de Trabajo Social. Después de poder contrastar las dos visiones principales que abarcaba esta investigación: alumnado y profesorado, pudimos destacar la falta de unidad de criterios en relación a lo que es la evaluación continua y cómo se debía aplicar y constatamos que otros factores incidían como elementos poco favorecedores para permitir un seguimiento y un retorno por parte del profesorado. No obstante, a pesar de las deficiencias de la implementación de la evaluación continua en el grado de Trabajo social, los alumnos percibían que podrían aplicar los aprendizajes y conocimientos adquiridos una vez finalizaran el grado. Así podemos constatar que las deficiencias se ciñen más a la metodología de implementación que en los contenidos

REDUÇÃO DE COMPORTAMENTO AUTOLESIVO EM UMA CRIANÇA COM DIAGNÓSTICO DE AUTISMO UTILIZANDO REFORÇAMENTO NÃO CONTINGENTE E TREINO DE MA

The study aimed to verify the effectiveness of a treatment based on experimental functional analysis in order to reduce the self-injurious behavior [ SIB ] in a 13 year old adolescent with autism spectrum disorder associated with intellectual disability, who attended a Brazilian institution. The experimental functional analysis procedure involved exposing the participant alternately to four conditions that could establish occasions for the occurrence of SIB, with the record of frequency of self-injurious responses. The intervention was developed based on the identification that the participant's SIB was maintained by escape from demand. The intervention involved some specific non-contingent reinforcement [NCR] procedures, and mand training at school. Experimental functional analysis procedures showed to be effective in identifying SIB function, and in fostering its reduction through appropriate procedures. Keywords: self-injurious behavior, autism spectrum disorder, experimental functional analysis, noncontingent reinforcement, mand training O estudo buscou verificar a efetividade de um tratamento planejado com base em análise funcional experimental, visando reduzir o comportamento autolesivo [SIB] de um adolescente de 13 anos com transtorno do espectro de autismo, associado a deficiência intelectual, atendido em uma instituição brasileira. O procedimento envolveu expor o participante alternadamente a quatro condições que poderiam estabelecer ocasiões para a ocorrência de SIB, com registro da freqüência de respostas autolesivas. A intervenção foi realizada a partir da identificação da manutenção do comportamento por fuga. Foram planejados alguns procedimentos específicos destacando o reforçamento não contingente [NCR] e treino de mando no ambiente escolar, obtendo-se significativa redução da frequência de SIB. Conclui-se que procedimentos implementados a partir de análise funcional experimental mostram-se efetivos para a redução de SIB.Palavras-chave: comportamento autolesivo, autismo, análise funcional experimental, reforçamento não contingente, treino de mand

Cyclin-Dependent Kinase Inhibitor p21 Controls Adult Neural Stem Cell Expansion by Regulating Sox2 Gene Expression

In the adult brain, continual neurogenesis of olfactory neurons is sustained by the existence of neural stem cells (NSCs) in the subependymal niche. Elimination of the cyclin-dependent kinase inhibitor 1A (p21) leads to premature exhaustion of the subependymal NSC pool, suggesting a relationship between cell cycle control and long-term self-renewal, but the molecular mechanisms underlying NSC maintenance by p21 remain unexplored. Here we identify a function of p21 in the direct regulation of the expression of pluripotency factor Sox2, a key regulator of the specification and maintenance of neural progenitors. We observe that p21 directly binds a Sox2 enhancer and negatively regulates Sox2 expression in NSCs. Augmented levels of Sox2 in p21 null cells induce replicative stress and a DNA damage response that leads to cell growth arrest mediated by increased levels of p19(Arf) and p53. Our results show a regulation of NSC expansion driven by a p21/Sox2/p53 axis

Genetic interaction between PLK1 and downstream MCPH proteins in the control of centrosome asymmetry and cell fate during neural progenitor division

Alteration of centrosome function and dynamics results in major defects during chromosome segregation and is associated with primary autosomal microcephaly (MCPH). Despite the knowledge accumulated in the last few years, why some centrosomal defects specifically affect neural progenitors is not clear. We describe here that the centrosomal kinase PLK1 controls centrosome asymmetry and cell fate in neural progenitors during development. Gain- or loss-of-function mutations in Plk1, as well as deficiencies in the MCPH genes Cdk5rap2 (MCPH3) and Cep135 (MCPH8), lead to abnormal asymmetry in the centrosomes carrying the mother and daughter centriole in neural progenitors. However, whereas loss of MCPH proteins leads to increased centrosome asymmetry and microcephaly, deficient PLK1 activity results in reduced asymmetry and increased expansion of neural progenitors and cortical growth during mid-gestation. The combination of PLK1 and MCPH mutations results in increased microcephaly accompanied by more aggressive centrosomal and mitotic abnormalities. In addition to highlighting the delicate balance in the level and activity of centrosomal regulators, these data suggest that human PLK1, which maps to 16p12.1, may contribute to the neurodevelopmental defects associated with 16p11.2–p12.2 microdeletions and microduplications in children with developmental delay and dysmorphic features.JGM and DMA received predoctoral contracts from the Ministry of Education of Spain (FPI grant BES-2016-077901). This work was supported by Grant PID2019-104763RB-I00 and Ramón y Cajal contract (RYC-2014-15991), both from MINECO/AEI/FEDER (EU) to EP; and grants from the European Commission Seventh Framework Programme (ERA-NET NEURON8-Full-815-094), AEI-MICIU/FEDER (RTI2018-095582-B-I00 and RED2018-102723- T), and the iLUNG programme from the Comunidad de Madrid (B2017/BMD-3884) to MM. CNIO is a Severo Ochoa Center of Excellence (AEI-MICIU CEX2019-000891-S)

Affection and social behavior in teaching planning: the role of the consequences of behavior

Nosso objetivo neste ensaio é refletir sobre a necessidade de uma visão integrada do desenvolvimento da cognição e do afeto para o planejamento acadêmico. O estudante a todo tempo manipula e transforma o ambiente ao seu redor. Relações sociais que se desenvolvem nesse contexto envolvem unidades comportamentais entrelaçadas em que indivíduos ora atuam sobre o ambiente, transformando-o, ora funcionam como aspectos críticos do ambiente em que outros atuam. Este texto aponta a necessidade de identificar relações entre o sujeito que se comporta e seu ambiente social. Um recurso prático para lidar com questões do campo do afeto e da cognição no ensino envolve identificar e lidar com as consequências sociais do comportamento. Críticas da noção de reforço para a análise do comportamento humano são debatidas levando em conta a necessidade de explorar melhor a complexidade do comportamento humano em contextos sociais.Nuestro objetivo en este trabajo es reflexionar sobre la necesidad de una visión integrada del desarrollo de la cognición y del afecto para la planificación académica. El estudiante a todo momento manipula y transforma su entorno. Las relaciones sociales que se desarrollan en ese contexto implican unidades comportamentales entrelazadas, en que individuos ora actúan sobre el entorno, transformándolo, ora funcionan como aspectos críticos del ambiente en que otros actúan. Con base en estas consideraciones, este texto señala la necesidad de identificar las relaciones entre el sujeto que se comporta y su entorno social. Un recurso práctico para hacer frente a las cuestiones del campo del afecto y de la cognición en la enseñanza implica identificar y hacer frente a las consecuencias sociales del comportamiento. Se discuten críticas de noción refuerzo para el análisis del comportamiento humano, teniendo en cuenta la necesidad de explorar mejor la complejidad del comportamiento humano en contextos sociales.Notre objectif dans cet article est de réfléchir sur la nécessité d’une vision intégrée du développement de la cognition et de l‘affection à la planification académique. Pour cela, en particulier, nous avons exploré le rôle des conséquences sur le comportement des élèves. L‘étude du rôle des conséquences du comportement est l‘un de l‘analyse du comportement des contributions à la psychologie. Dans cette étude, nous cherchons également à articuler cette contribution avec d’autres contributions, principalement de la psychologie du développement. La question principale à cette approche intégrée est de regarder l’élève comme un être actif, que chaque fois manipule et transforme l‘environnement qui est autour de lui. Les relations sociales qui se développent dans ce contexte concernent des appareils de comportement qui sont entrelacés dans les individus parfois en agissant sur l‘environnement, la en transformant, parfois en servant comme aspects critiques de l’environnement dans lequel d’autres agissent. Compte tenu ces considérations, le texte souligne la nécessité d’identifier les relations entre les personnes qui se comportent et leur environnement social, en particulier ceux qui peuvent être décrit par la notion de renforcement social positif. En ce sens, les relations sociales doivent être planifiées sur la base des contributions des études montrant le rôle des conséquences du comportement humain, en particulier le comportement social. En conséquence, il est souligné dans le texte qu‘une ressource pratique pour traiter des questions de champ de l‘affection et de la connaissance dans l’enseignement consistera à identifier et faire face aux conséquences sociales de comportement des gens. Critiques de notion de renforcement essentielle pour l’analyse du comportement humain sont opposés à une notion qui nécessite de traitement des effets des conséquences, en rendant compte la complexité du comportement humain dans un contexte social.Our goal in this paper is to reflect on the need for an integrated view of development of cognition and affection for academic planning. We explored, in particular, the role of consequences of student behavior, which is one of the major contributions to psychology from behavior analysis. The key issue for this integrated approach is to look at the student as an active subject, one that manipulates and transforms the surrounding environment at all times. The social relationships that are developed in this context involve interwoven behavioral units. Sometimes, individuals act over the environment, transforming it; sometimes they serve as critical aspects of the environment in which others act. Based on these considerations, this article points to the need of identifying relationships between individuals and their social environment, especially those relationships which can be described using the notion of positive social reinforcement (adding something). In this sense, social relationships should be planned based on the contributions from studies showing the role of the consequences of human behavior, especially social behavior. As a result, the text points out that the practical tool to deal with issues related to affection and cognition in teaching involves identifying and dealing with the social consequences of people’s behavior. Criticism to the concept of reinforcement for the analysis of human behavior are opposed to the notion that requires dealing with the effects of the consequences, taking into account the complexity of human behavior in social contexts