Compromiso y desvinculación académica. El clima áulico como elemento contextual de análisis/Academic engagement and disengagement. The classroom climate as a contextual element of analysis

La presente investigación desarrolla un estudio con el objetivo central de comparar las dimensiones del clima áulico que, estudiantes universitarios contemplan durante sus procesos de vinculación y desvinculación académica. La muestra estuvo conformada por alumnos noveles y avanzados de carreras afines a la educación. Se administró para la recolección de datos un cuestionario abierto, a partir del cual emergieron cinco categorías de análisis. Los resultados encontrados muestran que distintas dimensiones del clima áulico tienen un rol fundamental en los procesos de vinculación y desvinculación de los alumnos, e impactan de modos diferentes en recursos cognitivos, afectivos y conductuales que desarrollan en sus procesos de aprendizaje los estudiantes de años avanzados con respecto a estudiantes de los primeros años

Academic engagement and disengagement: The classroom climate as a contextual element of analysis

La presente investigación desarrolla un estudio con el objetivo central de comparar las dimensiones del clima áulico que, estudiantes universitarios contemplan durante sus procesos de vinculación y desvinculación académica. La muestra estuvo conformada por alumnos noveles y avanzados de carreras afines a la educación. Se administró para la recolección de datos un cuestionario abierto,a partir del cual emergieron cinco categorías de análisis. Los resultados encontrados muestran que distintas dimensiones del clima áulico tienen un rol fundamental en los procesos de vinculación y desvinculación de los alumnos, e impactan de modos diferentes en recursos cognitivos, afectivos y conductuales que desarrollan en sus procesos de aprendizaje los estudiantes de años avanzados con respecto a estudiantes de los primeros años.The present research develops a study with the central objective of comparing the dimensions of the classroom climate that university students contemplate during their processes of academic engagement and disengagement. The sample was formed by new and advanced students of careers related to education. An open questionnaire was administered for data collection, from which five categories of analysis emerged. The results show that different dimensions of the classroom climate have a fundamental role in the processes of engagement and disengagement of students, and impact in different ways on cognitive, affective and behavioral resources that students of advanced years develop in their learning processes respect to students of the first years.Fil: Rigo, Daiana Yamila. Universidad Nacional de Río Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Sociales, Territoriales y Educativas; ArgentinaFil: Amaya, Stefania Soledad. Universidad Nacional de Río Cuarto; Argentin

Raisons de s’engager, de se dissocier et de se reconnecter à l’enseignement supérieur

La realidad de las aulas universitarias, a día de hoy, continúa ofreciendo incógnitas acerca de su impacto en el desarrollo de los procesos de implicación de los estudiantes. Por eso, el estudio desarrollado tuvo como objetivo describir los motivos que los estudiantes universitarios construyen para comprometerse con sus estudios superiores, desvincularse o revincularse con los procesos de aprendizaje. Se estudia una muestra de 150 alumnos, seleccionados de manera no aleatoria, matriculados en la Universidad Nacional de Río Cuarto, Argentina. Se recolectan datos con un cuestionario y entrevistas semiestructuradas. Los resultados muestran que las construcciones son individuales pero compartidas. Resaltando la importancia de recrear los contextos educativos, expandir el aula, crear lazos con la comunidad, brindar apoyos a los estudiantes frente a las dificultades que atraviesan durante el cursado y apostar a la formulación de metas desde la agencia personal que permitan trazar el recorrido académico con compromiso. Lo encontrado posibilita generar pautas para futuras experiencias educativas para involucrar a los estudiantes con el proceso educativo.The reality of university classrooms, to this day, continues to offer unknowns about their impact on the development of student engagement processes. The study developed aimed to describe the reasons that university students build to engage with their higher education, disassociate themselves or relink with learning processes. A sample of 150 students is studied, selected nonrandomly, enrolled at the National University of Río Cuarto, Argentina. Data is collected with a questionnaire and semi-structured interviews. The results show that the constructs are individual but shared. Emphasizing the importance of recreating educational contexts, expanding the classroom, building ties with the community, supporting students in the face of the difficulties they face during the course, and betting on the formulation of goals from the personal agency that to chart the academic journey with commitment. Found makes it possible to generate guidelines for future educational experiences to engage students with the educational process.La réalité des salles de classe universitaires, à ce jour, continue d’offrir des inconnues quant à leur impact sur le développement des processus d’engagement des étudiants. L’étude développée visait à décrire les raisons pour lesquelles les étudiants universitaires s’engagent dans leurs études supérieures, se dissocient ou reconnectent avec les processus d’apprentissage. Un échantillon de 150 étudiants est étudié, sélectionnés de manière non aléatoire, inscrit à l’Université nationale de Rio Cuarto, Argentine. Les données sont recueillies à l’inse où se trouve un questionnaire et des entrevues semi-structurées. Les résultats montrent que les constructions sont individuelles mais partagées. Soulignant l’importance de recréer des contextes éducatifs, d’élargir la salle de classe, d’établir des liens avec la communauté, de soutenir les élèves face aux difficultés qu’ils rencontrent pendant le cours, et de parier sur la formulation d’objectifs de l’organisme personnel qui tracer le parcours académique avec engagement. Trouvé permet de générer des lignes directrices pour les expériences éducatives futures pour engager les étudiants dans le processus éducatif

Experiência educacional em virtualidade: percepções de futuros treinadores sobre uma agência em construção

La investigación que se presenta tuvo como objetivo estudiar las percepciones sobre el desarrollo de la agencia de un grupo de estudiantes universitarios, a lo largo de una experiencia educativa mediada por las Tecnologías de la Información y la Comunicación en el contexto de un programa de formación docente. El estudio se enmarcó en un diseño cualitativo interpretativo, en el que participaron 44 sujetos matriculados en diversos profesorados de la UNRC, Argentina. Para la recolección de datos se utilizaron entrevistas grupales, analizadas con el ATLAS.ti. Las categorías emergentes dan cuenta de una agencia que se define como interactiva y contextual que se construye, junto a otros, frente a los desafíos que surgen en situaciones educativas reales e inciertas. De manera que, experiencias atravesadas por las tecnologías digitales permiten a los estudiantes desplegar acciones y comportamientos diversos. Los resultados permiten repensar las prácticas educativas que se enmarcan dentro de los entornos institucionales, ofrecer espacios genuinos de discusión e intercambios entre disciplinas para generar rupturas en prácticas rutinarias en pos de integrar nuevos recursos digitales a la formación de futuros docentes.The research that is presented aimed to study the perceptions about the development of the agency of a group of university students, throughout an educational experience mediated by Information and Communication Technologies in the context of a teacher training program. The study was framed in an interpretative qualitative design, in which 44 subjects enrolled in various professorships of the UNRC, Argentina participated. For data collection, group interviews were used, analyzed with ATLAS.ti. The emerging categories account for an agency that is defined as interactive and contextual that is built, together with others, in the face of the challenges that arise in real and uncertain educational situations. Thus, experiences traversed by digital technologies allow students to display diverse actions and behaviors. The results allow us to rethink the educational practices that are framed within institutional environments, offer genuine spaces for discussion and exchanges between disciplines to generate breaks in routine practices in order to integrate new digital resources into the training of future teachers.O objetivo desta pesquisa foi estudar as percepções sobre o desenvolvimento da agência de um grupo de estudantes universitários através de uma experiência educacional mediada pelas Tecnologias de Informação e Comunicação no contexto de um programa de treinamento de professores. O estudo foi enquadrado em um desenho qualitativo interpretativo, com a participação de 44 matérias inscritas em vários programas de treinamento de professores na UNRC, Argentina. Foram usadas entrevistas em grupo para coleta de dados, analisadas com ATLAS.ti. As categorias emergentes mostram uma agência que é definida como interativa e contextual, que é construída, juntamente com outras, diante dos desafios que surgem em situações educacionais reais e incertas. Desta forma, as experiências atravessadas pelas tecnologias digitais permitem que os estudantes implementem diversas ações e comportamentos. Os resultados nos permitem repensar as práticas educacionais que são enquadradas dentro de ambientes institucionais, para oferecer espaços genuínos de discussão e intercâmbio entre disciplinas para gerar pausas nas práticas rotineiras, a fim de integrar novos recursos digitais na formação de futuros professores.Fil: Rigo, Daiana Yamila. Universidad Nacional de Rio Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas. - Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet - Cordoba. Instituto de Investigaciones Sociales, Territoriales y Educativas.; ArgentinaFil: Guarido, Guadalupe. Universidad Nacional de Río Cuarto; ArgentinaFil: Amaya, Stefania Soledad. Universidad Nacional de Rio Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas. - Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet - Cordoba. Instituto de Investigaciones Sociales, Territoriales y Educativas.; ArgentinaFil: Llanes, Lucía. Universidad Nacional de Río Cuarto; Argentin

Deciphering Variability of PKD1 and PKD2 in an Italian Cohort of 643 Patients with Autosomal Dominant Polycystic Kidney Disease (ADPKD)

Autosomal Dominant Polycystic Kidney Disease (ADPKD) is the most common hereditary kidney disease. We analysed PKD1 and PKD2, in a large cohort of 440 unrelated Italian patients with ADPKD and 203 relatives by direct sequencing and MLPA. Molecular and detailed phenotypic data have been collected and submitted to the PKD1/PKD2 LOVD database. This is the first large retrospective study in Italian patients, describing 701 variants, 249 (35.5%) already associated with ADPKD and 452 (64.5%) novel. According to the criteria adopted, the overall detection rate was 80% (352/440). Novel variants with uncertain significance were found in 14% of patients. Among patients with pathogenic variants, in 301 (85.5%) the disease is associated with PKD1, 196 (55.7%) truncating, 81 (23%) non truncating, 24 (6.8%) IF indels, and in 51 (14.5%) with PKD2. Our results outline the high allelic heterogeneity of variants, complicated by the presence of variants of uncertain significance as well as of multiple variants in the same subject. Classification of novel variants may be particularly cumbersome having an important impact on the genetic counselling. Our study confirms the importance to improve the assessment of variant pathogenicity for ADPKD; to this point databasing of both clinical and molecular data is crucial

Dobutamine stress echocardiography for assessing the role of dynamic intraventricular obstruction in left ventricular ballooning syndrome

<p>Abstract</p> <p>Background</p> <p>Dynamic intraventricular obstruction has been observed in patients with left ventricular ballooning syndrome (LVBS) and has been hypothesized as a possible mechanism of the syndrome. The aim of this study was to assess the prevalence and significance of dynamic intraventricular obstruction in patients with LVBS.</p> <p>Methods and Results</p> <p>Dobutamine stress echocardiography was carried out in 22 patients with LVBS (82% apical), all women, aged 68 ± 9 years. At baseline 1 patient had a > 30 mmHg LV gradient; during stress a LV gradient > 30 mm Hg developed in 6/21 patients (28%) and was caused by systolic anterior motion of the mitral valve in the 3 patients with severe gradient (mean 116 ± 29 mmHg), who developed mitral regurgitation and impaired apical wall motion and by obstruction at mid-ventricular level in the other 3 with a moderate gradient (mean 46 ± 16 mmHg). Compared with patients without obstruction those with obstruction had a greater mean septal thickness (11.6 ± .6 vs 9.8. ± 3, p < .01), a higher prevalence of septal hypertrophy (71% vs 7%, p < .005) and a higher peak wall motion score index (1.62 ± .4 vs 1.08 ± .4, p < .01).</p> <p>Conclusion</p> <p>Spontaneous or dobutamine-induced dynamic LV obstruction is documented in 32% of patients with LVBS, is correlated with the presence of septal hypertrophy and may play a role in the development of LVBS in this subset of patients. In those without septal hypertrophy a dynamic obstruction is rarely induced with dobutamine and is unlikely to be a major pathogenetic factor of the syndrome.</p

National trends in total cholesterol obscure heterogeneous changes in HDL and non-HDL cholesterol and total-to-HDL cholesterol ratio : a pooled analysis of 458 population-based studies in Asian and Western countries

Background: Although high-density lipoprotein (HDL) and non-HDL cholesterol have opposite associations with coronary heart disease, multi-country reports of lipid trends only use total cholesterol (TC). Our aim was to compare trends in total, HDL and nonHDL cholesterol and the total-to-HDL cholesterol ratio in Asian and Western countries. Methods: We pooled 458 population-based studies with 82.1 million participants in 23 Asian and Western countries. We estimated changes in mean total, HDL and non-HDL cholesterol and mean total-to-HDL cholesterol ratio by country, sex and age group. Results: Since similar to 1980, mean TC increased in Asian countries. In Japan and South Korea, the TC rise was due to rising HDL cholesterol, which increased by up to 0.17 mmol/L per decade in Japanese women; in China, it was due to rising non-HDL cholesterol. TC declined in Western countries, except in Polish men. The decline was largest in Finland and Norway, at similar to 0.4 mmol/L per decade. The decline in TC in most Western countries was the net effect of an increase in HDL cholesterol and a decline in non-HDL cholesterol, with the HDL cholesterol increase largest in New Zealand and Switzerland. Mean total-to-HDL cholesterol ratio declined in Japan, South Korea and most Western countries, by as much as similar to 0.7 per decade in Swiss men (equivalent to similar to 26% decline in coronary heart disease risk per decade). The ratio increased in China. Conclusions: HDL cholesterol has risen and the total-to-HDL cholesterol ratio has declined in many Western countries, Japan and South Korea, with only a weak correlation with changes in TC or non-HDL cholesterol.Peer reviewe

Contributions of mean and shape of blood pressure distribution to worldwide trends and variations in raised blood pressure: A pooled analysis of 1018 population-based measurement studies with 88.6 million participants

© The Author(s) 2018. Background: Change in the prevalence of raised blood pressure could be due to both shifts in the entire distribution of blood pressure (representing the combined effects of public health interventions and secular trends) and changes in its high-blood-pressure tail (representing successful clinical interventions to control blood pressure in the hypertensive population). Our aim was to quantify the contributions of these two phenomena to the worldwide trends in the prevalence of raised blood pressure. Methods: We pooled 1018 population-based studies with blood pressure measurements on 88.6 million participants from 1985 to 2016. We first calculated mean systolic blood pressure (SBP), mean diastolic blood pressure (DBP) and prevalence of raised blood pressure by sex and 10-year age group from 20-29 years to 70-79 years in each study, taking into account complex survey design and survey sample weights, where relevant. We used a linear mixed effect model to quantify the association between (probittransformed) prevalence of raised blood pressure and age-group- and sex-specific mean blood pressure. We calculated the contributions of change in mean SBP and DBP, and of change in the prevalence-mean association, to the change in prevalence of raised blood pressure. Results: In 2005-16, at the same level of population mean SBP and DBP, men and women in South Asia and in Central Asia, the Middle East and North Africa would have the highest prevalence of raised blood pressure, and men and women in the highincome Asia Pacific and high-income Western regions would have the lowest. In most region-sex-age groups where the prevalence of raised blood pressure declined, one half or more of the decline was due to the decline in mean blood pressure. Where prevalence of raised blood pressure has increased, the change was entirely driven by increasing mean blood pressure, offset partly by the change in the prevalence-mean association. Conclusions: Change in mean blood pressure is the main driver of the worldwide change in the prevalence of raised blood pressure, but change in the high-blood-pressure tail of the distribution has also contributed to the change in prevalence, especially in older age groups

Rising rural body-mass index is the main driver of the global obesity epidemic in adults

Body-mass index (BMI) has increased steadily in most countries in parallel with a rise in the proportion of the population who live in cities(.)(1,2) This has led to a widely reported view that urbanization is one of the most important drivers of the global rise in obesity(3-6). Here we use 2,009 population-based studies, with measurements of height and weight in more than 112 million adults, to report national, regional and global trends in mean BMI segregated by place of residence (a rural or urban area) from 1985 to 2017. We show that, contrary to the dominant paradigm, more than 55% of the global rise in mean BMI from 1985 to 2017-and more than 80% in some low- and middle-income regions-was due to increases in BMI in rural areas. This large contribution stems from the fact that, with the exception of women in sub-Saharan Africa, BMI is increasing at the same rate or faster in rural areas than in cities in low- and middle-income regions. These trends have in turn resulted in a closing-and in some countries reversal-of the gap in BMI between urban and rural areas in low- and middle-income countries, especially for women. In high-income and industrialized countries, we noted a persistently higher rural BMI, especially for women. There is an urgent need for an integrated approach to rural nutrition that enhances financial and physical access to healthy foods, to avoid replacing the rural undernutrition disadvantage in poor countries with a more general malnutrition disadvantage that entails excessive consumption of low-quality calories.Peer reviewe