Education and citizenship: the need to open up spaces for dissent and dialogue

Este breve trabajo pone de relieve la importancia de la educación para la ciudadanía a la vez que plantea la necesidad de revisar su sentido a la luz de nuevas demandas y retos, tanto sociales como políticos. Pero también llama la atención sobre los límites de cualquier sistema educativo visto como solución directa a los mismos. Asimismo, esta contribución sirve para presentar el monográfico «Educación para la ciudadanía: significado y experiencias». Se trata de un número especial que, en su primera parte, plantea algunos análisis y reflexiones teóricas que ayudan a entender qué se debe o se puede esperar de una educación ciudadana. A continuación, dos artículos analizan la formación inicial del profesorado en educación para la ciudadanía en distintos niveles educativos. Por último, se ofrece una panorámica sobre algunas líneas y contextos de investigación en educación para la ciudadanía así como de experiencias prácticas relacionadas con la temática tanto dentro como fuera de los centros educativos.This brief paper highlights the importance of education for citizenship while raises the need to revise its sense in light of new demands and challenges, both social and political. But it also draws attention to the limits of any education system seen as a direct solution to them. With this contribution the monographic «Citizenship Education: meaning and experiences» is presented. This is a special issue that in its first part presents some analysis and theoretical reflections that help to understand what should or can be expected of a civic education. The following are two articles analyze the initial teacher training on citizenship education in different educational levels. Finally, an overview of some lines and research contexts about citizenship education and practical experiences related to the topic both inside and outside of schools is offered

Usos pedagógicos de moodle en la docencia universitaria desde la perspectiva de los estudiantes

El objetivo del artículo es conocer, analizar y comparar las percepciones de los estudiantes sobre los usos de este sistema de gestión de cursos (Moodle) en la docencia universitaria

SKI-1 and Furin Generate Multiple RGMa Fragments that Regulate Axonal Growth

SummaryThe nervous system is enormously complex, yet the number of cues that control axonal growth is surprisingly meager. Posttranslational modifications amplify diversity, but the degree to which they are employed is unclear. Here, we show that Furin and SKI-1 combine with autocatalytic cleavage and a disulfide bridge to generate four membrane-bound and three soluble forms of the repulsive guidance molecule (RGMa). We provide in vivo evidence that these proprotein convertases are involved in axonal growth and that RGMa cleavage is essential for Neogenin-mediated outgrowth inhibition. Surprisingly, despite no sequence homology, N- and C-RGMa fragments bound the same Fibronectin-like domains in Neogenin and blocked outgrowth. This represents an example in which unrelated fragments from one molecule inhibit outgrowth through a single receptor domain. RGMa is a tethered membrane-bound molecule, and proteolytic processing amplifies RGMa diversity by creating soluble versions with long-range effects as well

Digital teaching resources in Early Childhood Education from the perspective of teachers

Este trabajo presenta un estudio sobre el uso de materiales didácticos digitales desde la perspectiva del profesorado, analizando las ventajas e inconvenientes de este tipo de recursos, el grado de conformidad del profesorado con esas ventajas e inconvenientes, los potenciales cambios metodológicos que puede promover el uso de estos recursos, así como el nivel de conectividad y calidad de los dispositivos que se disponen en los centros en los que imparten docencia. Para ello se analizan las respuestas de una muestra de 470 docentes a un cuestionario de 54 ítems desarrollado ad hoc, respondido por vía telemática por docentes de educación infantil en la región de Castilla-La Mancha. Los resultados muestran que, si bien el profesorado se muestra de acuerdo con algunas de las ventajas atribuidas al uso de los materiales digitales en el ámbito educativo de Educación Infantil, y a su vez se distancia de algunos de los inconvenientes tradicionalmente relacionados con los mismos, la mayoría de los docentes participantes en el estudio no aprecian cambios metodológicos significativos e informan a su vez de la persistencia de una brecha digital entre centros ubicados en áreas urbanas o semiurbanas y centros rurales. Finalmente, se realizan algunas sugerencias basadas en los resultados obtenidos.This paper presents a study on the use of digital teaching resources from the teachers' perspective, analysing the advantages and disadvantages of this type of resources, the degree of conformity of teachers with these advantages and disadvantages, the potential methodological changes that the use of these resources can promote, as well as the level of connectivity and quality of the devices that are available in the centres where they teach. For this purpose, the responses of a sample of 470 teachers to a 54-item questionnaire developed ad hoc, answered online by early childhood education teachers in the region of Castilla-La Mancha, were analysed. The results show that, although teachers agree with some of the advantages attributed to the use of digital materials in Early Childhood Education, and at the same time they distance themselves from some of the disadvantages traditionally associated with them, most of the teachers participating in the study do not see significant methodological changes and report the persistence of a digital divide between centres located in urban or semi-urban areas and rural centres. Finally, some suggestions are made based on the results obtaine

The social media debate on the educational use of smartphones. Discourses of promotion and prohibition

Pedro C. Mellado Moreno – Universidad Rey Juan Carlos - 0000-0001-8982-2120Josefina Patiño Masó – Universitat de Girona - 0000-0002-2322-2437Francisco J. Ramos Pardo – Universidad de Castilla-La Mancha - 0000-0003-4989-7931Meritxell Estebanell Minguell – Universitat de Girona - 0000-0002-6576-3207Recepción: 16.06.2022 | Aceptado: 25.10.2022Correspondencia a través de ORCID: Pedro C. Mellado-Moreno - 0000-0001-8982-2120Financiación: La presente investigación se enmarca en el proyecto «Jóvenes y móviles en el aula. Discursos y dinámicas de prohibición, promoción e indeterminación» PID2019-108041RB-100, financiado por el Ministerio de Ciencia e Innovación del Gobierno de España/Agencia Estatal de Investigación/10.13039/501100011033.2020-2023Área o categoría del conocimiento: MultidisciplinarEditora: Diana Marín Suelves - Universidad de Valencia - ORCID: 0000-0002-5346-8665Revisión por pares abierta: Tania Caamaño Liñares - 0000-0003-0597-2645Revisión por pares abierta: Ángel Emiro Páez Moreno - 0000-0002-0924-3506Las redes sociales se han convertido en uno de los medios con mayor influencia en el debate actual y la opinión pública. Las cuestiones controvertidas en educación, como es el uso de los móviles con fines educativos, no son ajenas a esta capacidad de influencia. El objetivo de este estudio es identificar las principales ideas y argumentos comunicados en medios y redes sociales asociados a la promoción o prohibición del uso del móvil en el aula Para conocer el estado de esta cuestión se ha optado por emplear el motor de búsqueda de Google en las plataformas de las principales redes sociales. Los resultados ratifican la presencia de este debate en redes sociales, que suele estar protagonizado por perfiles docentes y perfiles de medios de comunicación, así como la confrontación de argumentos que giran en torno a la promoción o prohibición. Los perfiles educativos tienden a mostrar una posición favorable hacia el uso de los móviles en el aula, frente a los perfiles de medios de comunicación. Los argumentos asociados a la promoción se centran en el aprovechamiento del potencial educativo de los móviles, mientras que los discursos de prohibición alertan de la capacidad distractora del móvil y su papel en las situaciones de acoso escolar.Abstract: Social networks have become one of the most influential media in public debate and opinion. Controversial issues in education, such as the use of mobile phones in the classroom, are no stranger to this capacity for influence. The main goal of this study is to identify the principal ideas and arguments in media and social networks associated with the promotion or prohibition of educational mobile phones use in classroom. In order to find out the state of this issue, we have chosen to use the Google search engine on the platforms of the main social networks. The results confirm the presence of this debate on social networks, which tends to be led by educational profiles and media profiles, as well as the confrontation of arguments revolving around promotion or prohibition. Educational profiles tend to show a favorable position towards the use of mobiles in the classroom, compared to media profiles. The arguments associated with promotion focus on the educational potential of mobiles, while the prohibition discourses warn of the distracting capacity of mobiles and their role in bullying situations.Universidad Rey Juan CarlosUniversitat de GironaUniversidad de Castilla la ManchaUniversitat de GironaXXIX Jornadas Internacionales Universitarias de Tecnología Educativa - JUTE 202

Polymorphisms in DNA-repair genes in a cohort of prostate cancer patients from different areas in Spain: heterogeneity between populations as a confounding factor in association studies

Background: Differences in the distribution of genotypes between individuals of the same ethnicity are an important confounder factor commonly undervalued in typical association studies conducted in radiogenomics. Objective: To evaluate the genotypic distribution of SNPs in a wide set of Spanish prostate cancer patients for determine the homogeneity of the population and to disclose potential bias. Design, Setting, and Participants: A total of 601 prostate cancer patients from Andalusia, Basque Country, Canary and Catalonia were genotyped for 10 SNPs located in 6 different genes associated to DNA repair: XRCC1 (rs25487, rs25489, rs1799782), ERCC2 (rs13181), ERCC1 (rs11615), LIG4 (rs1805388, rs1805386), ATM (rs17503908, rs1800057) and P53 (rs1042522). The SNP genotyping was made in a Biotrove OpenArrayH NT Cycler. Outcome Measurements and Statistical Analysis: Comparisons of genotypic and allelic frequencies among populations, as well as haplotype analyses were determined using the web-based environment SNPator. Principal component analysis was made using the SnpMatrix and XSnpMatrix classes and methods implemented as an R package. Non-supervised hierarchical cluster of SNP was made using MultiExperiment Viewer. Results and Limitations: We observed that genotype distribution of 4 out 10 SNPs was statistically different among the studied populations, showing the greatest differences between Andalusia and Catalonia. These observations were confirmed in cluster analysis, principal component analysis and in the differential distribution of haplotypes among the populations. Because tumor characteristics have not been taken into account, it is possible that some polymorphisms may influence tumor characteristics in the same way that it may pose a risk factor for other disease characteristics. Conclusion: Differences in distribution of genotypes within different populations of the same ethnicity could be an important confounding factor responsible for the lack of validation of SNPs associated with radiation-induced toxicity, especially when extensive meta-analysis with subjects from different countries are carried out

Antimicrobial resistance among migrants in Europe: a systematic review and meta-analysis

BACKGROUND: Rates of antimicrobial resistance (AMR) are rising globally and there is concern that increased migration is contributing to the burden of antibiotic resistance in Europe. However, the effect of migration on the burden of AMR in Europe has not yet been comprehensively examined. Therefore, we did a systematic review and meta-analysis to identify and synthesise data for AMR carriage or infection in migrants to Europe to examine differences in patterns of AMR across migrant groups and in different settings. METHODS: For this systematic review and meta-analysis, we searched MEDLINE, Embase, PubMed, and Scopus with no language restrictions from Jan 1, 2000, to Jan 18, 2017, for primary data from observational studies reporting antibacterial resistance in common bacterial pathogens among migrants to 21 European Union-15 and European Economic Area countries. To be eligible for inclusion, studies had to report data on carriage or infection with laboratory-confirmed antibiotic-resistant organisms in migrant populations. We extracted data from eligible studies and assessed quality using piloted, standardised forms. We did not examine drug resistance in tuberculosis and excluded articles solely reporting on this parameter. We also excluded articles in which migrant status was determined by ethnicity, country of birth of participants' parents, or was not defined, and articles in which data were not disaggregated by migrant status. Outcomes were carriage of or infection with antibiotic-resistant organisms. We used random-effects models to calculate the pooled prevalence of each outcome. The study protocol is registered with PROSPERO, number CRD42016043681. FINDINGS: We identified 2274 articles, of which 23 observational studies reporting on antibiotic resistance in 2319 migrants were included. The pooled prevalence of any AMR carriage or AMR infection in migrants was 25·4% (95% CI 19·1-31·8; I2 =98%), including meticillin-resistant Staphylococcus aureus (7·8%, 4·8-10·7; I2 =92%) and antibiotic-resistant Gram-negative bacteria (27·2%, 17·6-36·8; I2 =94%). The pooled prevalence of any AMR carriage or infection was higher in refugees and asylum seekers (33·0%, 18·3-47·6; I2 =98%) than in other migrant groups (6·6%, 1·8-11·3; I2 =92%). The pooled prevalence of antibiotic-resistant organisms was slightly higher in high-migrant community settings (33·1%, 11·1-55·1; I2 =96%) than in migrants in hospitals (24·3%, 16·1-32·6; I2 =98%). We did not find evidence of high rates of transmission of AMR from migrant to host populations. INTERPRETATION: Migrants are exposed to conditions favouring the emergence of drug resistance during transit and in host countries in Europe. Increased antibiotic resistance among refugees and asylum seekers and in high-migrant community settings (such as refugee camps and detention facilities) highlights the need for improved living conditions, access to health care, and initiatives to facilitate detection of and appropriate high-quality treatment for antibiotic-resistant infections during transit and in host countries. Protocols for the prevention and control of infection and for antibiotic surveillance need to be integrated in all aspects of health care, which should be accessible for all migrant groups, and should target determinants of AMR before, during, and after migration. FUNDING: UK National Institute for Health Research Imperial Biomedical Research Centre, Imperial College Healthcare Charity, the Wellcome Trust, and UK National Institute for Health Research Health Protection Research Unit in Healthcare-associated Infections and Antimictobial Resistance at Imperial College London