Ontologies and knowledges of autonomous resistances in Barcelona: An ethnographic analysis of Can Batlló

This research is born from a conscious reflection on the roles and judgements that traditional scientific analyses imprint in its objects of study, especially in the field of social movement theory. It aims to understand whether and, to which extent, autonomous resistances knowledges constructed on the ground challenge the academic interpretations of those movements. For this reason, the first part of this dissertation focuses on unravelling how traditional ontologies have been built and underpin majoritarian scientific analyses. Thus, I review most current debates in the field. Traditional social movement research tends to focus on dualist discussions related to new and old social movements, European and American approaches, behavioural or cost-benefits views, structural and agency approaches, identity-based interpretations, etc. In opposition to that, I argue for an ontology breaking with dualist views, placing Deleuze’s concept of difference at the centre of my argument and feminist ontologies of the body as the medium affecting the political experience. I propose an autoethnographic method focused on presenting a cartography of urban resistance movements composed by difference and rhizomatic relationships in opposition to the homogenisation of ideas and demands of academic research for pilling up patterns, variables or categories. Deleuze and Guattari’s concept of the BwO is presented here as a theoretical tool that helps to introduce the case study in relation with its contexts, relationships, affects and networks. The second part of this research narrates and analyses how the proposed theory is unwrapped in the field. In doing so, I analyse my participation with and from within one of those collectives, Can Batlló and, more specifically, a project named La Fondona. Can Batlló is an autonomous and self-organised social centre in the neighbourhood of La Bordeta in Barcelona with which I worked during six months between 2013 and 2014. Throughout this period, I participated actively not only in Can Batlló but also in the actions and events that took place in the neighbourhood of Sants-Montjuïc and Barcelona. Hence, I present an analysis of the internal processes, relations and knowledge-practices as well as the relationships that this collective maintains with the community, its sociopolitical space and historical context. I argue those relations are constructed through rhizomatic principles as well as drawing from feminist approaches which put life and the body at the centre of their arguments. These outcomes will be finally reflected in chapter IX of this dissertation under the lenses of the research question posed in this thesis. That is whether current urban resistances challenge majoritarian social movements’ analyses.Marie Curie Fellow Program and University of Utrect

El multilingüismo ¿afecta la ansiedad y el disfrute en el aula de lenguas extranjeras?

Es wurde festgestellt, dass mehrsprachige Fremdsprachenlerner in der Regel weniger Angst vor der Fremdsprache (FLCA) und mehr Freude an der Fremdsprache (FLE) haben als ihre weniger mehrsprachigen Mitschüler. Da die meisten vorhandenen Forschungsergebnisse auf einzelnen Datenbanken basierten, mussten die Autoren darauf achten, pauschale Verallgemeinerungen über die positive Wirkung der Mehrsprachigkeit zu vermeiden. Um die Validität zu erhöhen, wird in der vorliegenden Arbeit der Zusammenhang zwischen dem Grad der Mehrsprachigkeit und zwei Emotionen der Lernenden anhand von drei verschiedenen vorhandenen Datenbanken untersucht, die relevante Daten enthielten, in denen Mehrsprachigkeit jedoch nicht Teil der Forschungsfragen in den nachfolgenden Arbeiten war. Zu den Teilnehmern der ersten Datenbank gehörten 360 Fremdsprachenlernende einer kuwaitischen Universität, die zweite Datenbank umfasste Daten von 502 Englisch-Fremdsprachenlernenden (EFL) an weiterführenden Schulen und Universitäten in Marokko und die dritte Datenbank enthielt Daten von 181 EFL-Lernenden im Vorschulalter Schüler an weiterführenden Schulen in Frankreich. Separate statistische Analysen der drei Datenbanken bestätigten, dass Mehrsprachigkeit in allen drei Datenbanken mit einem signifikant höheren FLE und in zwei der drei Datenbanken mit einem niedrigeren FLCA verbunden war. Dies deutet darauf hin, dass die Kenntnis weiterer Sprachen zu mehr positiven und weniger negativen Emotionen in der FL-Klasse führt.Multilingual foreign language learners have been found to typically experience less Foreign Language Classroom Anxiety (FLCA) and more Foreign Language Enjoyment (FLE) than their less multilingual peers.  Since most existing research was based on single databases, authors had to be careful to avoid sweeping generalisations about the positive effect of multilingualism. In order to increase validity, the current paper will investigate the link between the degree of multilingualism and two learner emotions using three different existing databases that contained relevant data but where multilingualism was not part of the research questions in the subsequent papers. Participants who contributed to the first database were 360 FL learners in a Kuwaiti university, the second database included data from 502 English Foreign Language (EFL) learners in secondary schools and universities in Morocco, and the third database included data from 181 pre-teen EFL learners in secondary schools in France.  Separate statistical analyses of the three databases confirmed that multilingualism was linked to significantly higher FLE in all three databases and to lower FLCA in two out of the three databases.  This suggests that knowing more languages contributes to more positive and fewer negative emotions in the FL class.Se ha descubierto que los estudiantes multilingües de lenguas extranjeras suelen experimentar menos ansiedad en el aula de lenguas extranjeras y más disfrute de la lengua extranjera que sus compañeros menos multilingües. Dado que la mayoría de las investigaciones existentes se basaban en bases de datos únicas, los autores debían tener cuidado de evitar generalizaciones radicales sobre el efecto positivo del multilingüismo. Para aumentar la validez, el presente artículo investigará el vínculo entre el grado de multilingüismo y dos emociones del alumno utilizando tres bases de datos diferentes que contenían datos relevantes pero donde el multilingüismo no formaba parte de las preguntas de investigación de los artículos posteriores. Los participantes que contribuyeron a la primera base de datos fueron 360 estudiantes de lengua extranjera en una universidad de Kuwait, la segunda base de datos incluyó datos de 502 estudiantes de lengua extranjera inglesa en escuelas secundarias y universidades de Marruecos, y la tercera base de datos incluyó datos de 181 preadolescentes que eran estudiantes de inglés como lengua extranjera en escuelas secundarias en Francia. Análisis estadísticos separados de las tres bases de datos confirmaron que el multilingüismo estaba relacionado con un disfrute significativamente mayor en las tres bases de datos y con un ansiedad más bajo en dos de las tres bases de datos. Esto sugiere que saber más idiomas contribuye a generar más emociones positivas y menos emociones negativas en la clase de lengua extranjera.Il a été constaté que les apprenants multilingues en langues étrangères ressentent généralement moins d'anxiété en classe de langues étrangères (FLCA) et plus de plaisir des langues étrangères (FLE) que leurs pairs moins multilingues. Étant donné que la plupart des recherches existantes reposaient sur des bases de données uniques, les auteurs devaient veiller à éviter des généralisations radicales sur les effets positifs du multilinguisme. Afin d'augmenter la validité, le présent article étudiera le lien entre le degré de multilinguisme et deux émotions de l'apprenant en utilisant trois bases de données existantes différentes contenant des données pertinentes mais où le multilinguisme ne faisait pas partie des questions de recherche dans les articles suivants. Les participants qui ont contribué à la première base de données étaient 360 apprenants de langue étrangère dans une université koweïtienne, la deuxième base de données comprenait des données de 502 apprenants d'anglais langue étrangère (EFL) dans des écoles secondaires et des universités au Maroc, et la troisième base de données comprenait des données de 181 pré-adolescents EFL. élèves des écoles secondaires en France. Des analyses statistiques distinctes des trois bases de données ont confirmé que le multilinguisme était lié à un FLE significativement plus élevé dans les trois bases de données et à un FLCA inférieur dans deux des trois bases de données. Cela suggère que connaître davantage de langues contribue à générer plus d’émotions positives et moins d’émotions négatives dans la classe de FL.Descobriu-se que os alunos multilíngues de línguas estrangeiras normalmente experimentam menos ansiedade em sala de aula de línguas estrangeiras (FLCA) e mais prazer em línguas estrangeiras (FLE) do que seus pares menos multilíngues. Dado que a maior parte da investigação existente se baseava em bases de dados únicas, os autores tiveram de ter cuidado para evitar generalizações abrangentes sobre o efeito positivo do multilinguismo. A fim de aumentar a validade, o presente artigo investigará a ligação entre o grau de multilinguismo e duas emoções do aluno, utilizando três bases de dados diferentes existentes que continham dados relevantes, mas onde o multilinguismo não fazia parte das questões de investigação nos artigos subsequentes. Os participantes que contribuíram para o primeiro banco de dados foram 360 alunos de FL em uma universidade do Kuwait, o segundo banco de dados incluiu dados de 502 alunos de Inglês Estrangeiro (EFL) em escolas secundárias e universidades no Marrocos, e o terceiro banco de dados incluiu dados de 181 pré-adolescentes de EFL. alunos das escolas secundárias em França. Análises estatísticas separadas das três bases de dados confirmaram que o multilinguismo estava ligado a um FLE significativamente mais elevado em todas as três bases de dados e a um FLCA inferior em duas das três bases de dados. Isto sugere que conhecer mais línguas contribui para mais emoções positivas e menos emoções negativas na aula de LE.Descobriu-se que os alunos multilíngues de línguas estrangeiras normalmente experimentam menos ansiedade em sala de aula de línguas estrangeiras (FLCA) e mais prazer em línguas estrangeiras (FLE) do que seus pares menos multilíngues. Dado que a maior parte da investigação existente se baseava em bases de dados únicas, os autores tiveram de ter cuidado para evitar generalizações abrangentes sobre o efeito positivo do multilinguismo. A fim de aumentar a validade, o presente artigo investigará a ligação entre o grau de multilinguismo e duas emoções do aluno, utilizando três bases de dados diferentes existentes que continham dados relevantes, mas onde o multilinguismo não fazia parte das questões de investigação nos artigos subsequentes. Os participantes que contribuíram para o primeiro banco de dados foram 360 alunos de FL em uma universidade do Kuwait, o segundo banco de dados incluiu dados de 502 alunos de Inglês Estrangeiro (EFL) em escolas secundárias e universidades no Marrocos, e o terceiro banco de dados incluiu dados de 181 pré-adolescentes de EFL. alunos das escolas secundárias em França. Análises estatísticas separadas das três bases de dados confirmaram que o multilinguismo estava ligado a um FLE significativamente mais elevado em todas as três bases de dados e a um FLCA inferior em duas das três bases de dados. Isto sugere que conhecer mais línguas contribui para mais emoções positivas e menos emoções negativas na aula de LE

Tenofovir Nephrotoxicity: 2011 Update

Tenofovir is an acyclic nucleotide analogue reverse-transcriptase inhibitor structurally similar to the nephrotoxic drugs adefovir and cidofovir. Tenofovir is widely used to treat HIV infection and approved for treatment of hepatitis B virus. Despite initial cell culture and clinical trials results supporting the renal safety of tenofovir, its clinical use is associated with a low, albeit significant, risk of kidney injury. Proximal tubular cell secretion of tenofovir explains the accumulation of the drug in these mitochondria-rich cells. Tenofovir nephrotoxicity is characterized by proximal tubular cell dysfunction that may be associated with acute kidney injury or chronic kidney disease. Withdrawal of the drug leads to improvement of analytical parameters that may be partial. Understanding the risk factors for nephrotoxicity and regular monitoring of proximal tubular dysfunction and serum creatinine in high-risk patients is required to minimize nephrotoxicity. Newer, structurally similar molecular derivatives that do not accumulate in proximal tubules are under study

Lo que no sabemos y lo que ya hacemos

En este artículo se narra el enfoque y desarrollo de un taller de formación de profesorado entre iguales alrededor de la evaluación y trabajo por competencias básicas. Los participantes, de siete centros educativos parten del análisis de sus propias actividades de evaluación previas para descubrir qué convierte a una evaluación en competencial y cómo transformar la práctica didáctica en las aulas. Se ofrecen ejemplos y reflexiones sobre el impacto de este enfoque formativo en la práctica en el aula

Montelukast in paediatric asthma and allergic rhinitis : a systematic review and meta-analysis

We aim to assess the impact of montelukast on paediatric patients with asthma/allergic rhinitis, measured using patient-reported outcome measures, compared with other treatments or placebo. Protocol registration CRD42020216098 (). MEDLINE and Embase databases were used to conduct the search. Two authors independently selected studies and extracted data, and a third reviewer resolved discrepancies. Meta-analyses were constructed to estimate the standardised mean difference (SMD) using a random-effects model. Out of 3937 articles identified, 49 studies met the inclusion criteria, mostly randomised clinical trials (sample sizes: 21-689 patients). The SMD of change pooled estimators for the global, mental and physical domains of health-related quality of life were not statistically significant. For daytime and night-time symptoms scores, the SMD (95% CI) was in favour of inhaled corticosteroids (−0.12, −0.20- −0.05 and −0.23, −0.41- −0.06, respectively). The pooled estimator for global asthma symptoms was better for montelukast when compared with placebo (0.90, 0.44-1.36). The synthesis of the available evidence suggests that, in children and adolescents, montelukast was effective in controlling asthma symptoms when compared with placebo, but inhaled corticosteroids were superior in controlling symptoms, especially at night-time. These findings of our systematic review concur with current guidelines for asthma treatment. This is the first systematic review focused on the impact of montelukast on children and adolescents with asthma, from the patients' perspective, measured with patient-reported outcome measures (PROMs

Immune Development and Intestinal Microbiota in Celiac Disease

Celiac disease (CD) is an immune-mediated enteropathy, triggered by dietary wheat gluten and similar proteins of barley and rye in genetically susceptible individuals. The etiology of this disorder is complex, involving both environmental and genetic factors. The major genetic risk factor for CD is represented by HLA-DQ genes, which account for approximately 40% of the genetic risk; however, only a small percentage of carriers develop the disease. Gluten is the main environmental factor responsible for the signs and symptoms of the disease, but exposure to gluten does not fully explain the manifestation of CD. Epidemiological and clinical data suggest that environmental factors other than gluten might play a role in disease development, including early feeding practices (e.g., breast milk versus formula and duration of breastfeeding), infections, and alterations in the intestinal microbiota composition. Herein, we review what is known about the influence of dietary factors, exposure to infectious agents, and intestinal microbiota composition, particularly in early life, on the risk of developing CD, as well as the possible dietary strategies to induce or increase gluten tolerance

Estudio para la implantación de Programas en Inglés en los títulos de grado de la ETSI Agrónomos de la Universidad Politécnica de Madrid

Universities are offering more and more courses and programmes in an additional language. At HEPCLIL, therefore, we would like to debate the methodological im - plications of these changes, giving voice to practical classroom experiences and initiatives. We would also like to act as a platform for cutting-edge research on CLIL in higher education. What impact does teaching in an additional language have on content or language learning? What are the effects on teachers and stu - dents in higher education

Lights4Violence: a quasi-experimental educational intervention in six European countries to promote positive relationships among adolescents.

Background Preventing intimate partner violence or dating violence (DV) among adolescents is a public health priority due to its magnitude and damaging short and long-term consequences for adolescent and adult health. In our study protocol, we complement prior experiences in DV prevention by promoting protective factors (or assets) against gender violence such as communication skills, empathy and problem-solving capability through “Cinema Voice”, a participatory educational intervention based on adolescents’ strengths to tackle DV. Methods/design A longitudinal quasi-experimental educational intervention addressed to boys and girls ages 13–17 years, enrolled in secondary education schools in Alicante (Spain), Rome (Italy), Cardiff (UK), Iasi (Romania), Poznan (Poland) and Matosinhos (Portugal). Both process and results evaluations will be carried out with 100–120 intervention and 120–150 control group students per city at three time periods: before, after and 6 months after the implementation of the following interventions: 1) Training seminar with teachers to promote knowledge and skills on the core issues of intervention; 2) Workshops with intervention groups, where participants produce their own digital content presenting their perspective on DV; and 3) Short film exhibitions with participants, their families, authorities and other stakeholders with the objective of share the results and engage the community. Outcome measures are self-perceived social support, machismo, sexism, tolerance towards gender violence, social problem-solving and assertiveness as well as involvement in bullying/cyberbullying. Other socio-demographic, attitudes and violence-related co-variables were also included. Discussion This study may provide relevant information about the effectiveness of educational interventions that combine a positive youth development framework with educational awareness about the importance of achieving gender equality and preventing and combating gender violence. To our knowledge, this is the first study that involves six European countries in an educational intervention to promote violence protective assets among enrolled adolescents in secondary schools. This study may provide the needed tools to replicate the experience in other contexts and other countrie

Mental impact of Covid-19 among Spanish healthcare workers. A large longitudinal survey

Altres ajuts: Fondo Europeo de Desarrollo Regional (FEDER); Ministerio de Ciencia e Innovación; Gerencia Regional de Salud de Castilla y León (SACYL, GRS COVID 32/A/20).Aims Longitudinal data on the mental health impact of the coronavirus disease 2019 (Covid-19) pandemic in healthcare workers is limited. We estimated prevalence, incidence and persistence of probable mental disorders in a cohort of Spanish healthcare workers (Covid-19 waves 1 and 2) -and identified associated risk factors. Methods 8996 healthcare workers evaluated on 5 May-7 September 2020 (baseline) were invited to a second web-based survey (October-December 2020). Major depressive disorder (PHQ-8 ≥ 10), generalised anxiety disorder (GAD-7 ≥ 10), panic attacks, post-traumatic stress disorder (PCL-5 ≥ 7), and alcohol use disorder (CAGE-AID ≥ 2) were assessed. Distal (pre-pandemic) and proximal (pandemic) risk factors were included. We estimated the incidence of probable mental disorders (among those without disorders at baseline) and persistence (among those with disorders at baseline). Logistic regression of individual-level [odds ratios (OR)] and population-level (population attributable risk proportions) associations were estimated, adjusting by all distal risk factors, health care centre and time of baseline interview. Results 4809 healthcare workers participated at four months follow-up (cooperation rate = 65.7%; mean = 120 days s.d. = 22 days from baseline assessment). Follow-up prevalence of any disorder was 41.5%, (v. 45.4% at baseline, p < 0.001); incidence, 19.7% (s.e. = 1.6) and persistence, 67.7% (s.e. = 2.3). Proximal factors showing significant bivariate-adjusted associations with incidence included: work-related factors [prioritising Covid-19 patients (OR = 1.62)], stress factors [personal health-related stress (OR = 1.61)], interpersonal stress (OR = 1.53) and financial factors [significant income loss (OR = 1.37)]. Risk factors associated with persistence were largely similar. Conclusions Our study indicates that the prevalence of probable mental disorders among Spanish healthcare workers during the second wave of the Covid-19 pandemic was similarly high to that after the first wave. This was in good part due to the persistence of mental disorders detected at the baseline, but with a relevant incidence of about 1 in 5 of HCWs without mental disorders during the first wave of the Covid-19 pandemic. Health-related factors, work-related factors and interpersonal stress are important risks of persistence of mental disorders and of incidence of mental disorders. Adequately addressing these factors might have prevented a considerable amount of mental health impact of the pandemic among this vulnerable population. Addressing health-related stress, work-related factors and interpersonal stress might reduce the prevalence of these disorders substantially. Study registration number: NCT0455656

Pru p 3 acts as a strong sensitizer for peanut allergy in Spain

Pru p 3 has been suggested to be the primary sensitizing allergen in patients with peanut allergy in the Mediterranean area. We aimed to confirm this hypothesis, studying 79 subjects